GUIA DO ALUNO

Volume 1

Matemtica
1 srie do Ensino Mdio
Entre Jovens 1 srie do Ensino Mdio: guia do aluno matemtica.

So Paulo: Instituto Unibanco/CAEd, 2013.

294 p.; Vol I

Realizao
Instituto Unibanco

Presidncia
Pedro Moreira Salles

Vice-Presidncia
Pedro Sampaio Malan

Conselho
Antonio Matias
Cludio de Moura Castro
Cludio Luiz da Silva Haddad
Marcos de Barros Lisboa
Ricardo Paes de Barros
Tomas Tomislav Antonin Zinner
Thomaz Souto Corra Netto
Wanda Engel

Diretoria Executiva
Fernando Marsella Chacon Ruiz
Gabriel Amado de Moura
Jnio Gomes
Jos Castro Araujo Rudge
Leila Cristiane B. B. de Melo
Luis Antnio Rodrigues
Marcelo Luis Orticelli

Superintendncia Executiva
Ricardo Henriques

Gerncia de Implementao de Projetos

Tiago Borba

Gerncia de Desenvolvimento e Contedo Coordenao do material

Marta Grosbaum Juliana Irani do Amaral

Gerncia de Gesto do Conhecimento Pesquisa e contedo

Mirela de Carvalho CAEd Centro de Polticas Pblicas e Avaliao
da Educao
Gerncia de Administrao e Finanas
Fbio Santiago Consultoria responsvel
CAEd Centro de Polticas Pblicas e Avaliao
Assessoria de Assuntos Estratgicos da Educao
Christina Fontainha
Agradecimentos especiais
Assessoria de Comunicao Secretaria Municipal de Educao do Rio de Janeiro,
Marina Rosenfeld Secretarias de Estado de Educao do Rio de Janeiro,
So Paulo, Esprito Santo e Minas Gerais e escolas
Assessoria de Voluntariado parceiras que contriburam para a testagem e validao
Fabiana Mussato da Metodologia Entre Jovens.
S UMRIO

9 Oficina 1 Nmeros Naturais e Inteiros

27 Oficina 2 Nmeros Racionais

45 Oficina 3 Potenciao e Radiciao

61 Oficina 4 Introduo lgebra

79 Oficina 5 Equaes Lineares

91 Oficina 6 Grandezas Direta e Inversamente Proporcionais

103 Oficina 7 Porcentagem

115 Oficina 8 Grandezas e Medidas

131 Oficina 9 reas de Figuras Planas

161 Oficina 10 Slidos Geomtricos

179 Oficina 11 Revisitao

191 Respostas

201 Referncias Bibliogrficas

203 Anexos
 GUIA DO ALUNO 9

1 NMEROS NATURAIS E INTEIROS

1. Introduo
As operaes e aplicaes envolvendo nmeros naturais e inteiros so pr-requisitos fundamentais
para que o aluno desenvolva bem a matemtica do Ensino Fundamental e Mdio, e por isso, este
captulo inicial dedica-se a fazer uma recapitulao desses saberes. Inicialmente, utilizaremos a
resoluo de problemas focando na matemtica do cotidiano e depois, um jogo de tabuleiro que
objetiva trabalhar a fatorao de um nmero natural.

2. Resoluo de problemas

Problema 1. Jlia, Diogo e Carolina jogaram um torneio de trs partidas de boliche.

Veja as pontuaes alcanadas por cada um nessas trs partidas.

Partidas 1 2 3
Jlia 12060 12200 12580
Diogo 11960 11500 13500
Carolina 8020 12180 14590

a) Vence quem ganha mais partidas;

b) Vence quem faz maior nmero de pontos em qualquer uma das partidas;

c) Vence quem soma maior nmero de pontos;

d) Vence quem soma maior nmero de pontos em duas partidas, desprezando-se o pior resultado.
10 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Problema 2. Para montar seu restaurante, Dona Lia dispunha de R$ 50.000,00. Inicialmente, ela gastou
R$ 22.000,00 reformando o local do restaurante e R$ 6.750,00 em equipamentos para a cozinha. Depois,
ela comprou 3 lotes de refrigerantes, pagando R$ 1.250,00 por cada um, e um estoque de alimentos
congelados, que lhe custou R$ 3.000,00. Com tantos gastos, sobrou dinheiro? Quanto?

Problema 3. Paulo que muito distrado, partiu de um determinado marco quilomtrico da estrada
com destino a uma cidade que fica no quilmetro 400 dessa mesma estrada. Ao percorrer 129 Km,
leu na placa que estava no marco Km 311 dessa estrada, quando percebeu que havia esquecido a
mala no ponto de partida. Com isso Paulo teve que voltar para busc-la.
129 Km

Km Km Km
? 311 400

a) De que ponto da estrada Paulo partiu?

b) Considerando as idas e vindas, quantos quilmetros ele percorreu at completar a viagem?

 GUIA DO ALUNO 11

Problema 4. O grfico mostra os lucros de uma rede de supermercados no primeiro semestre do

ano passado. Voc nota que, em alguns meses, ocorreram prejuzos. Podemos consider-los como
lucros negativos.

35
Janeiro Junho
30
25
20
Fevereiro
15
lucro (em milhes)

10
5
0
-5
-10
-15
Maro Maio
-20
-25
-30
Abril
-35
meses

a) Em que ms o lucro foi de 30 milhes de reais?

b) Em algum ms o lucro foi de 45 milhes de reais?

c) Considerando o total do semestre, qual foi o lucro?

Problema 5. Indique a expresso correspondente a cada item e calcule seu valor:

a) A soma de -6 com o dobro de 5.

12 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

b) A metade da diferena entre 4 e 8.

c) O produto do dobro de 3 com o quntuplo de 2.

d) A diferena entre a metade de 6 e o nmero 8.

Problema 6. Uma frota de caminhes levar uma tropa de 1128 soldados at um campo de
treinamento. Cada caminho pode levar at 36 soldados. Para transportar essa tropa, quantos
caminhes, no mnimo, sero necessrios?

2. O jogo Fatorando

As regras do jogo:

Nmero de participantes: 2 jogadores;

Cada participante dever ter um boto;
Os participantes devem embaralhar as peas circulares que contm os nmeros primos, e
coloc-las sobre o tabuleiro, com a face voltada para baixo, nos espaos circulares do tabuleiro;
Em seguida, devem colocar as peas retangulares que contm os nmeros naturais sobre a
mesa, e separ-las de acordo com o nvel de dificuldade (amarelos, azuis e vermelhos) em
trs blocos com a face voltada para baixo;
Define-se, no incio, a ordem em que os participantes jogaro. Em seguida, cada jogador
deve pegar uma pea retangular do nvel 1 (fcil) e colocar sobre a cartela para clculos
(figura 4 do anexo), conforme ilustra a figura no 7 passo abaixo;
O jogo tem incio com um jogador lanando o dado e fazendo seu boto percorrer tantas
casas quantas as que foram indicadas na face superior do dado, em qualquer direo do
tabuleiro, mas por casas que estejam conectadas por segmentos;
 GUIA DO ALUNO 13

O primeiro jogador dever virar a pea circular da casa em que parou e verificar se o nmero
do crculo dessa casa pode ou no dividir o nmero de sua cartela de clculos. Se der, ele retira
esse crculo do tabuleiro e o coloca sobre a cartela de clculos conforme ilustrado na figura
abaixo, faz a diviso na cartela de clculos e fica com essa pea em sua cartela de clculo,
passando a vez para o outro jogador. Caso o nmero do crculo dessa casa do tabuleiro no
der para dividir o nmero de sua cartela, o jogador recoloca o crculo de volta ao tabuleiro,
com a face voltada para baixo, e passa a vez para o outro jogador. Veja exemplo:

98 2

49

O segundo jogador repete o procedimento anterior e o jogo continua assim, sucessivamente,

at que um dos jogadores consiga finalizar a fatorao, vencendo a rodada;
O jogo prossegue com mais rodadas, de nvel 1 (fcil), nvel 2 (mdio) e nvel 3 (difcil).
14 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

3. Resolva as atividades propostas abaixo.

Atividade 1. Os quadrados mgicos apareceram na China, por volta de 2200 a.C. Os nmeros
dispostos nesses quadrados mantm uma soma constante nas suas linhas, colunas e diagonais,
chamada soma mgica. Construa, usando os nmeros seguintes, um quadrado mgico com soma
mgica igual a - 15.

-15 -14 -13 -6 -5 -4 3 4 5

Atividade 2. Calcule:

a) mmc (16, 20)

b) mdc (18, 27, 45)

c) mmc (15, 24, 38)

d) mdc (12, 32, 45)

 GUIA DO ALUNO 15

Atividade 3. A malha abaixo formada por quadrados de 1cm de lado. Resolvendo as expresses
abaixo, voc ir encontrar o caminho feito por uma cobra que parte da origem destacada, pois cada
resultado corresponde ao nmero de centmetros que ela ir percorrer.
Nota: Quando a cobra vai para cima (norte) ou para a direita (leste) ela caminha no sentido positivo
e quando vai para baixo (sul) ou para a esquerda (oeste) ela caminha no sentido negativo.

norte

oeste leste

origem

sul

Caminho da cobra:

+5 na horizontal, ( +3) na vertical, 22 na horizontal, ( 8 ) na vertical, ( 9 ) ( 3) na horizontal,

0

( 2) na vertical e (5 ) na horizontal.
1

Marque na malha acima o caminho percorrido pela cobra.

Atividade 4. Diversos cometas passam perto do sol, periodicamente. O cometa A passa de 12 em 12

anos. O cometa B passa de 15 em 15 anos. Se os cometas A e B passarem perto do sol, num mesmo
ano, quanto tempo depois essa coincidncia voltar a acontecer?
16 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Atividade 5. O esquema a seguir representa a rua onde Elvira mora e os nmeros indicam a
distncia orientada, em metros, de cada local em relao igreja, sendo o sinal negativo o indicador
de que o local se encontra do lado esquerdo da igreja.

Casa de Banco Igreja

Elvira
Padaria Escola
Praa Correio

-300 -200 -100 0 100 200 300

a) Certo dia, Elvira saiu de casa e fez o seguinte trajeto: foi at o correio e em seguida foi assistir
missa. Comeu um lanche na padaria aps a missa, foi ao banco pagar uma conta e foi buscar sua
filha na escola, pararam na praa e foram para casa. Quantos metros Elvira andou nesse percurso?

b) Saindo da casa da Elvira, faa o seguinte trajeto sobre a reta numrica: 400m para a direita, 300m
para a esquerda, 500m para a direita, 300m para a esquerda e 200m para a esquerda. Descreva,
segundo esse trajeto, quais foram os lugares visitados e onde voc parou.

Atividade 6. Dois rolos de corda, um de 200 metros e outro de 240 metros de comprimento,
precisam ser cortados em pedaos iguais e com maior comprimento possvel. Responda:
Quanto medir cada pedao?
Quantos pedaos sero obtidos de cada rolo?

Atividade 7. Na reta numrica da figura abaixo, o ponto E corresponde ao nmero 9 e o ponto

F, ao inteiro 7 .

A B C D E F G H I J K L M

-9 -7

Nessa reta, o ponto correspondente ao inteiro zero estar:

a) sobre o ponto M.
b) entre os pontos L e M.
c) entre os pontos I e J.
d) sobre o ponto J.
 GUIA DO ALUNO 17

Atividade 8. Paola comprou dois secadores de cabelo de R$ 120,00 cada, trs Dvds por R$ 115,00
cada e um televisor de R$ 2500,00. Os objetos foram pagos em cinco parcelas iguais e sem juros. O
valor de cada parcela, em reais, foi igual a:
a) 120
b) 617
c) 516
d) 716

Atividade 9. Na cidade de Moscou, na Rssia, os termmetros marcavam, de manh, 16 C. Os

jornais locais indicavam que a temperatura, no decorrer do dia, iria ainda cair 13 C. Segundo essa
previso, a temperatura chegaria a:
a) 29 C
b) 3 C
c) +3 C
d) +13 C

Atividade 10. Seja A = ( 5 ) + ( 5 ) . O valor de A :

2 3

a) 125
b) -5
c) 625
d) -100
18 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

ANOTAES

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 GUIA DO ALUNO 21

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22 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 23

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 GUIA DO ALUNO 25

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 GUIA DO ALUNO 27

2 NMEROS RACIONAIS

1. Introduo
Os nmeros naturais surgiram para ajudar no processo de contagem, mas na vida cotidiana utilizamos
tambm as partes prprias da unidade. Comprimento, rea, peso, tempo so exemplos de medidas
usuais que, sem a criao do conjunto dos nmeros racionais, no poderiam ser quantificadas.

2. Resoluo de Problemas

Problema 1: Clara, Elisa, Marcos e Henrique tentam dividir trs barras de chocolate entre eles. Mas
como fazer se todos devem receber a mesma quantidade?
28 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Problema 2: Imagine trs terrenos idnticos, o primeiro dividido em duas partes iguais, o segundo
dividido em quatro partes iguais e o terceiro dividido em 16 partes iguais, como representado nas
figuras abaixo.

Os trs pertencem ao mesmo agricultor e cada um ser semeado da seguinte maneira: o primeiro com
sementes de cenoura, o segundo de alface e o terceiro de batata. A regio colorida nas figuras acima
indicam a poro de cada terreno que ser semeada. Qual dos trs terrenos ter maior rea semeada?

Problema 3. Os amigos Carlos, Jonas, Lucas e Pedro foram a uma pizzaria. L chegando, Carlos e
Pedro escolheram uma pizza de mussarela e pediram que ela fosse repartida em 8 partes iguais. J
Lucas e Jonas escolheram uma de calabresa, mas pediram que fosse repartida em 6 partes iguais. No
final da noite, sobrou um pedao de cada pizza. Qual dupla comeu mais?
 GUIA DO ALUNO 29

Problema 4. Um agricultor plantou batatas em 5 das 12 partes em que dividiu a sua horta. Em
outras 3 partes, plantou abobrinhas. Quantas partes da horta foram utilizadas com essa plantao?
Esse mesmo agricultor pretende plantar cenouras na parte restante da horta. Quanto da horta ainda
resta para essa plantao?

Problema 5. Dona Rosa a responsvel pela cantina de uma escola. Ela costuma fazer bolos de
chocolate para vender para os alunos. Em um dia, ela fez dois tabuleiros de bolo do mesmo tamanho,
mas um deles ela dividiu em 12 partes iguais e vendeu 5 pedaos e o outro ela dividiu em 8 partes
iguais e vendeu apenas um pedao. Qual a frao que representa o quanto foi vendido de bolo de
chocolate naquele dia?

Problema 6. Seu Jorge tem cinco filhos. Ele comprou um grande terreno e dividiu igualmente entre
eles. Anos depois, Jlio, o filho mais velho de seu Jorge, decidiu dividir seu terreno entre seus trs
filhos. Em relao ao terreno original, qual a frao que representa a quantidade recebida por cada
filho de Jlio?
30 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Problema 7. Uma pesquisa foi feita para analisar a preferncia de moradores de uma cidade por
3 3
esportes. dos entrevistados gostam de futebol e metade desses gostam tambm de vlei. Qual
4 4
a frao que representa os entrevistados que gostam de vlei?

Antes do prximo problema, vamos analisar algumas situaes.

Para repartir igualmente 40 litros de leite entre 10 famlias, quanto dever receber cada famlia?

Se 40 litros de leite devem ser colocados em jarras de 1 litro cada uma, quantas jarras sero necessrias?

1
E se tivermos canecas de litro cada uma, quantas sero necessrias?
2
1
E se tivermos copos de 250 m , isto , de litro cada um, quantos sero necessrios?
4
4
E se tivermos garrafas de de litro, quantas sero necessrias?
5

Vamos observar novamente todas as divises que fizemos:

25 2
Problema 8. Para repartir litros de leite em copos de , quantos copos sero necessrios?
4 5
 GUIA DO ALUNO 31

1
Problema 9. Uma fbrica de refrigerantes ps venda uma garrafa que continha de litro a mais
4
em comparao com as garrafas comuns que contm um litro. Comparando a garrafa antiga e a
nova garrafa, que frao representa a quantidade de refrigerante na nova garrafa, considerando
como unidade um copo de 250 m ?

Problema 10. Parte de um terreno foi utilizada para construo e outra parte para um jardim,
conforme mostra a figura.

Construo Construo

Construo Jardim

a) Indique as fraes correspondentes parte construda e parte dedicada ao jardim em relao ao

terreno todo.

b) Indique a frao correspondente ao jardim em relao parte construda.

c) Que nmero decimal representa o tamanho do jardim em relao ao terreno todo?

d) Que nmero decimal representa o tamanho do jardim em relao parte construda?

32 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Problema 11. Veja a pontuao obtida por seis atletas em uma competio de ginstica artstica:

Atleta Pontos
Aline 8,72
Bia 9,25
Cludia 9,36
Diana 8,725
Elo 9,32
Flvia 8,728

Qual foi a ordem de classificao das atletas?

Ordem Atleta
1 Cludia

Problema 12. Seu Jos foi ao supermercado e comprou um pacote de 5kg de arroz por R$ 10,89,
1kg de carne por R$ 12,65 e uma dzia de ovos por R$ 2,99. Quanto ele gastou? Para pagar a conta,
seu Jos entregou caixa do supermercado uma nota de R$ 50,00. Quanto ele recebeu de troco?

Problema 13. Ao sair do mercado, seu Jos lembrou-se que deveria ter comprado mussarela. No
caminho de casa passou em uma padaria e comprou 250g do queijo que custava R$ 14,99 o quilo.
Quanto pagou pelo queijo?
 GUIA DO ALUNO 33

Problema 14. Para saber se um carro econmico, calcula-se o rendimento mdio de combustvel.
Por exemplo, se o carro faz 14km com 2 litros de lcool, o rendimento de 7km por litro. Isso porque
14 : 2 = 7. Qual ser o rendimento mdio de um automvel que rodou 304,5km com 35 litros de
combustvel?

3. O conjunto dos Nmeros Racionais ( )

Todos os nmeros vistos at agora so chamados nmeros racionais, pois podem ser escritos em
forma de frao, como razo entre dois nmeros inteiro. Esses nmeros formam o conjunto dos
nmeros racionais que representado pela letra .

Fixando um ponto para o zero, uma unidade para o 1 e um sentido para ser o positivo,

podemos localizar na reta qualquer nmero racional. Localize na reta os seguintes nmeros

2
; 1, 5; 3, 25; 2, 6 e 2, 333... :
3
34 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Resolva as atividades propostas abaixo:

Atividade 1: Observe as figuras abaixo e identifique aquelas que podem ter a parte hachurada
representada por uma frao:

I II III IV V VI

As questes a seguir so sobre as figuras que representam uma frao:

a) Que frao representa cada uma delas?
b) Encontre duas fraes equivalentes a cada uma delas.
c) Em relao a letra (a), quais so fraes equivalentes?
d) Quais so fraes irredutveis?
1
e) Qual pode ser expressa pela frao ?
2
5
Atividade 2: Trs caixas dgua tm a mesma capacidade. Uma est com da sua capacidade,
6
4 11
outra com e a terceira com . Qual das caixas est mais cheia?
7 14

Atividade 3: O cho da sala de jantar da casa de Denise est sendo acarpetado. Num dia foi
6 2
colocado carpete em do cho e, no dia seguinte, em .
8 11

a) Qual a frao que representa a parte acarpetada?

b) Qual a frao que representa a parte onde falta colocar carpete?

Atividade 4: A classe de Willian, o 9 ano B, foi ao zoolgico observar os animais para fazer um
trabalho de Cincias.
a) Um nibus de 48 lugares veio buscar os alunos na porta da escola. A professora de Cincias foi
5
junto. Se dos lugares foram ocupados, quantos assentos ficaram vazios?
8
 GUIA DO ALUNO 35

b) Cinco alunos faltaram excurso. Quantos alunos tm o 9 ano B?

3
c) A distncia da escola ao zoolgico de 12km. Quando havia percorrido dessa distncia, furou
4
um dos pneus do nibus. Quantos quilmetros faltavam para chegar ao zoolgico?
d) Quando conseguiram chegar ao zoolgico, os alunos foram direto ala dos macacos. L vivem 49
4
macacos; so fmeas. Quantos so os machos?
7
e) Num viveiro tinha 311 passarinhos; morreram 5. Um empregado do zoolgico retirou os
5
passarinhos mortos, mas esqueceu a porta do viveiro aberta e do restante fugiram. Quantos
6
passarinhos sobraram?
3
f) Na volta escola, por causa de um grande congestionamento, o nibus demorou de hora.
Quantos quilmetros ele percorreu por hora? 2

Atividade 5: Observe o grfico abaixo:

Desmatamento da Mata Atlntica (em milhares de

quilmetros quadrados)

287,8

193,6 200,5
1500
2000

46,1 58,8
41,9 39,2 29,9
13,9 4,7

Esprito Santo Mato Grosso Minas Gerais Paran So Paulo

do Sul

Fonte: Almanaque Abril, 2004

Qual Estado apresenta maior rea de desflorestamento da Mata Atlntica?

Em quais Estados mais da metade da Mata Atlntica foi desflorestada?
Qual a rea total original de Mata Atlntica nos cinco Estados?
Qual a rea desflorestada nos cinco Estados?
36 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Atividade 6: Considere as seguintes informaes sobre o rendimento de combustvel do carro do

seu Antnio: rendimento mdio urbano 1 212,1 ,1 kmkm// .
,1 kmkm// ; rendimento mdio na estrada 1216,5
Em uma viagem, esse carro percorreu 36,3km na cidade e 198km na estrada. Calcule a despesa
com combustvel que seu Antnio teve nessa viagem, considerando que o preo de cada litro de
combustvel foi de R$ 2,30.

Atividade 7: Identifique quais dos racionais abaixo so dzima peridica e encontre sua geratriz.
a) 0,111...
b) 1,45379...
c) 0,23141414...
d) 0,6444...
e) 3,141516...
f) 0,0202...

Atividade 8: Localize em uma mesma reta os seguintes nmeros racionais:

a) 0,1
b) 1,2
c) 3,444...
2
d)
5
10
e)
4
f) 3,75
 GUIA DO ALUNO 37

ANOTAES

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38 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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40 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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42 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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44 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 45

3 POTENCIAO E RADICIAO

1. Introduo
Nessa oficina trataremos esses contedos comeando pela potenciao com base racional e
expoente natural, ampliando para expoentes negativos e dando nfase utilizao das potncias
de 10 utilizadas nas notaes cientficas, que so fundamentais para o desenvolvimento das teorias
da Fsica e da Qumica. Trabalharemos tambm com as propriedades da potenciao, objetivando
desenvolver tcnicas de clculo e raciocnio.
Quanto radiciao, introduziremos sua definio como a operao inversa da potenciao e
daremos nfase s propriedades e aos clculos que envolvam nmeros irracionais trabalhando com
simplificao de radicais.
Usaremos um jogo como recurso didtico, com o objetivo de desenvolver raciocnio lgico matemtico
e habilidades de clculo com potncias e radicais por meio ldico. O jogo que usaremos uma
adaptao do Domin Humano Matemtico, que contar com clculos que envolvem potncias
e radicais, bem como suas propriedades. Esse jogo tem o objetivo de entreter, aperfeioar e, ao
mesmo tempo, dinamizar a aula. Por meio desse recurso os alunos aprendem matemtica brincando,
desenvolvem autonomia, fixam as propriedades e ainda interagem com o professor e com os colegas.

2. Potenciao
A potenciao til no estudo de vrias situaes. Vejamos, por exemplo, como proceder na
compreenso da difuso de uma epidemia.

Problema 1. Suponha que uma pessoa esteja contaminada com uma determinada doena. Em 1
dia o sujeito contaminado espalha a doena para 4 pessoas. Cada uma dessas 4 pessoas contamina
outras 4 pessoas, no tempo de 1 dia. Em pouco tempo teremos uma epidemia. Faa um diagrama
de rvore e complete a tabela:

Tempo Instante inicial 1o dia 2o dia 3o dia 4o dia

Novas pessoas contaminadas 1
46 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

No problema anterior, temos um problema com potncias.

A frmula que nos d o nmero de contaminados C no ensimo dia, segundo essa tabela, dado por:

Vamos efetuar as potenciaes, relembrando as regras da multiplicao dos nmeros racionais:

a)
b)
c)
5 2
d) ` 8 j

e)
f)
g)
h)

Observando as potncias que voc acabou de calcular, responda:

a) Se a base positiva, a potncia positiva ou negativa?

b) Se a base negativa, a potncia positiva ou negativa?

Problema 2. Complete a tabela, observando a regularidade em sua construo.

22 21 20 21 22 23
8 4 2

a) Escreva o resultado da potncia:

 GUIA DO ALUNO 47

b) Efetue as potenciaes, levando em considerao o resultado anterior:

3 1
2 8
(0,7)
4 2 0
2 5 5 7

Problema 3. Leia o seguinte texto, em voz alta, e em menos de 30 segundos:

...como, por exemplo, o nosso Sistema Solar que tem um dimetro aproximado
de 100.000.000.000 metros. E isso muito pequeno se comparado com o tamanho
da Galxia onde vivemos com seus incrveis 100.000.000.000.000.000.000 metros
de dimetro. No entanto, ao lembrarmos que o Universo visvel deve ter cerca de
100.000.000.000.000.000.000.000.000 metros de dimetro, vemos que tamanhos
assombrosos esto includos no estudo da Astronomia. Da pensamos que melhor
estudar biologia, pois a molcula do DNA tem apenas 0,0000001 metro, muito mais fcil
de lidar. O problema que a astronomia no uma profisso perigosa enquanto que a
biologia... Imagine que os bilogos tm a coragem de lidar com vrus que medem apenas
0,000000001 metro e so terrivelmente mortais. E se, por distrao, um bilogo deixar
um desses vrus cair no cho do laboratrio? Nunca mais ir encontr-lo!.....

Difcil ler esses nmeros, no ?

Para facilitar ainda a compreenso de textos como esses, os cientistas passaram a usar uma forma
compacta para escrever nmeros muito grandes ou muito pequenos, a chamada notao cientfica
ou notao exponencial.

Agora voc pode escrever os nmeros que aparecem no texto acima utilizando notao cientfica.

3. Radiciao

Problema 4. Vamos completar a tabela calculando a rea de um quadrado de lado medindo n centmetros.

Lado n rea
3 cm
7 cm
2,5 cm
x cm
48 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Agora a situao inversa. Escreva a medida do lado de um quadrado, conhecendo sua rea:

rea Lado
16 cm 2

64 cm2
2,25 cm2
x2 cm2

Voc acabou de calcular vrias razes quadradas. A ideia a mesma para outras razes. Procure usar
esse raciocnio do inverso da potenciao para calcular as seguintes razes:

a)
b)
c)

d)

e)
f)
g)

Problema 5. O grfico abaixo mostra a relao entre os nmeros reais x, de 0 a 10, e os seus
quadrados, representados por y. Analise-o e determine atravs dele, o valor aproximado:
a) dos nmeros cujos quadrado so 36; 30; 19; 84

b) dos nmeros
 GUIA DO ALUNO 49

100 y
95

90

85

80

75

70

65

60

55

50

45

40

35

30

25

20

15

10

5
0 x
0 2 4 6 8 10

Problema 6. As sentenas seguintes referem-se a dois nmeros no negativos. Classifique-as em

verdadeira ou falsa.

a) A soma das razes quadradas de dois nmeros sempre igual raiz quadrada da soma desses
nmeros:
50 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

b) O produto das razes quadradas de dois nmeros sempre igual raiz quadrada do produto
desses nmeros:

c) O quociente das razes quadradas de dois nmeros sempre igual raiz quadrada do quociente
desses nmeros:

d) A diferena das razes quadradas de dois nmeros sempre igual raiz quadrada da diferena
desses nmeros:

1
e) A raiz quadrada de um nmero corresponde a uma potncia com expoente fracionrio :
2

Problema 7. Obtenha o permetro do tringulo e do retngulo ilustrados abaixo, cujas medidas de

seus lados esto dadas em centmetros, procurando simplificar os radicais.

a) b)

125
5 2 2

20 1 + 18

4. Domin Matemtico

Regras
Recorte as peas (voc poder refazer essas peas com outro material e de outro tamanho,
se julgar necessrio) e distribuir para a turma entregando uma pea para cada aluno. Se
sobrarem peas, estas ficaro em sua responsabilidade para que o jogo possa se realizar. Se
houver mais alunos que peas, divida a turma em dois grupos diferentes, para que todos
possam participar.
Um aluno comea o jogo. Ele vai a frente e l seu cartaz. Por exemplo:
 GUIA DO ALUNO 51

Eu tenho 9, quem tem 0100 ?

O aluno que tiver com a resposta, ou seja, o aluno que tem a pea com os dizeres: Eu tenho 0, ...
ir a frente, ficando ao lado do primeiro (como se fosse um domin humano) e assim por diante,
cada aluno ir se posicionar no domin conforme sua pea.

importante que voc, tutor, aguarde a tentativa dos alunos. Espere at que algum se pronuncie
com o carto que contm a resposta correta, mas no se esquea de formalizar o clculo ou a
propriedade que foi utilizada para resolver aquele item. Voc poder empregar as seguintes questes:
Com quem est o carto com o resultado? Como voc chegou ao resultado? Algum usou algum
outro caminho pra efetuar o clculo?
52 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

5. Resolva as atividades propostas abaixo.

Atividade 1. As distncias entre as estrelas so to grandes que no convm medi-las em quilmetros.

Por isso, os astrnomos utilizam uma unidade de medida mais conveniente: o ano-luz. Um ano-luz
a distncia percorrida pela luz em um ano. Responda:
a) Em cada segundo, a luz percorre 300 000 Km. Multiplique isso pelo nmero de segundos de um
ano e diga quantos quilmetros h em um ano-luz. D a resposta em notao cientfica.

b) A segunda estrela mais prxima da Terra est a 4 anos-luz de distncia. Quantos quilmetros nos
separam dela?

Atividade 2. No primeiro dia de uma epidemia de gripe, foram registrados cinco casos de pessoas
infectadas. No segundo dia, cada uma das cinco transmitiu a gripe para outras cinco pessoas
saudveis. E assim a doena se propagou nos dias seguintes. Ao final do 60 dia, quantas pessoas ao
todo haviam sido infectadas?

Atividade 3. Qual o valor aproximado de 3 48 ?

2 3
Atividade 4. A medida da rea de um tringulo equiltero de dado por . Nessas condies,
4
qual a medida da rea de um tringulo equiltero de lado medindo 3 5 cm?

Atividade 5. Um terreno retangular de dimenses 20m 2 2m dever ser cercado com arame.
Se o metro de arame custa R$ 3,50, quanto ser gasto para cercar esse terreno, sendo necessrio dar
3 voltas de arame? (Use valores aproximados para os radicais no exatos).

Atividade 6. Qual o resultado da expresso (0,8)2 : (31)0 + (6/10)2 ?

 GUIA DO ALUNO 53

ANOTAES

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4 INTRODUO LGEBRA

Essa oficina trata de um tema muito importante, pois est na base da resoluo de problemas
em matemtica. Aqui veremos como traduzir, em linguagem e notao matemtica, informaes
apresentadas textualmente e saber operar com expresses matemticas do tipo monmio e polinmio.

1. O emprego de letras em matemtica

Problema 1: Represente as frases abaixo em linguagem matemtica:

a) Um nmero mais o qudruplo dele igual a 10.

b) A metade do nmero de eleitores de uma cidade igual a 1642.

c) Os trs quartos de um nmero menos dois igual a 35.

d) Um nmero adicionado ao se dobro d vinte e oito.

Problema 2: O quintal da casa de rika tem formato retangular e suas dimenses (em metros) esto
representadas na figura abaixo.

b b

Como podemos representar a medida do contorno desse quintal?

62 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

2. Operaes com monmios

1 Adio de monmios

Problema 3: Dona Emlia quer colocar rodap no contorno da cozinha, que tem forma retangular e
cujas dimenses esto representadas no desenho abaixo. Vamos ajud-la!

3x

2x

2 Multiplicao de monmios

Problema 4: Dona Emlia quer calcular a rea da cozinha para colocar piso. Vamos ajud-la!
Voc j sabe que a largura da cozinha 3x e o comprimento 2x.

3 Subtrao de monmios

Problema 5: Quando Dona Emlia chegou loja para comprar o piso, encontrou uma oferta.
Resolveu calcular para saber se o piso dava para a cozinha. Descobriu que o total do piso em oferta
era 8x 2 metros quadrados.
Como a rea que Dona Emlia precisa 6x 2 metros quadrados, o piso em oferta ser suficiente?
Sobrar ou faltar?
Quanto?
 GUIA DO ALUNO 63

4 Diviso de monmios

Problema 6: Mas a loja s venderia parte dessa mercadoria (piso) se sobrassem pelo menos 3x 2
metros quadrados. Por isso, Dona Emlia no pde comprar o piso nessa loja. Como ainda precisa do
piso para a cozinha, Dona Emlia foi a outra loja. L encontrou um lote de 18x 2 metros quadrados
de piso e, como o preo estava bom, ela resolveu comprar. Curiosa, pensou em quantas cozinhas do
tamanho da sua dariam para forrar com aquela quantidade de piso.

5 Potenciao de monmios

Problema 7: Dona Emlia resolveu colocar na sua sala um tapete quadrado com as dimenses abaixo:

2y

2y

Ela quer saber a rea desse tapete.

6 Radiciao de monmios.
Voc j sabe que a operao inversa da potenciao a radiciao. Ento, para extrairmos a raiz de
um monmio fazemos a operao inversa:
2 2
4 y 2 = 2 22 y 2 = 22 y 2 = 21 y1 = 2 y = 2 y

Generalizando, temos:
m
n
am = a n

e
1 1
n
= an bn
ab

Portanto, repetimos a base e dividimos o expoente do radical pelo ndice da raiz.

64 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

3. Polinmios

1 Adio de polinmios

Problema 8: O presidente do Tabajara Futebol Clube precisa cercar o campo e quer saber quantos
metros de alambrado ter que comprar, sendo o comprimento desse campo de futebol dado por 5x
+ 20 metros e sua largura por 4x + 10 metros.

2 Multiplicao de polinmios

Problema 9: Em seguida ele necessita gramar o campo de futebol. Para isso, voc sabe, s calcular
a rea. Assim:
 GUIA DO ALUNO 65

5. Resolva as atividades propostas abaixo:

1) Faa a traduo das seguintes informaes para a linguagem matemtica:
a) O dobro de um nmero.

b) O triplo de um nmero.

c) A metade de um nmero.

d) A tera parte de um nmero.

e) Dois teros de um nmero.

f) Um nmero mais quatro.

g) O triplo de um nmero menos dois.

h) Dois quintos de um nmero acrescidos de quinze.

i) O dobro de um nmero mais oito.

j) A metade de um nmero aumentado de dez.

k) A diferena entre um nmero e sete.

l) A quarta parte de um nmero, mais vinte.

m) A tera parte de um nmero, menos o seu dobro.

2) Uma creche tem x crianas. Escreva a expresso algbrica que representa:

a) o dobro do nmero de crianas dessa creche.

b) a quinta parte do nmero de crianas dessa creche.

66 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

c) o nmero de crianas que a creche teria se sassem quinze crianas.

3) Escreva a expresso algbrica que representa o permetro das seguintes figuras:

a) a a b) 2a 2a

a a b b

a a 2a 2a

4) Escreva cadasituao descrita abaixo em linguagem algbrica.

a) a diferena entre um nmero e sua tera parte.

b) a soma de trs nmeros consecutivos.

c) a altura de uma pessoa maior que a altura da irm dessa pessoa.

d) o qudruplo de um nmero mais dez igual a quarenta e seis.

5) Descreva cada situao descrita abaixo em linguagem corrente.

a) 5 x + 1
b) 4 x + 2 =9
c) 3 x 2 x
x 3
d) +x=
2 2
y y
e) 3<
4 2
f) ( a + b )( a b)
 GUIA DO ALUNO 67

6) Observe a figura e responda:

2x

3x

a) Qual a expresso algbrica que representa a rea desse retngulo?

b) Qual a expresso algbrica do permetro desse retngulo? Essa expresso pode ser reduzida a
um s termo?

7) Responda:
a) Quanto d o produto de 3x 2 por 5xy ?

b) Quanto o produto entre 8ab e ab ?

8) Observe abaixo e responda:

3y

4xy

a) Qual a expresso algbrica que representa a rea desse retngulo?

b) A parte literal do monmio que representa a rea do retngulo x 2 y 4 ? Explique como chegou-se
a esse resultado.

9) Um litro de leite custa x reais. La comprou trs litros de leite. Pagou com 5x reais. Nessas condies,
responda:
a) Qual o monmio que representa o preo de 3 litros de leite?

b) Qual a expresso algbrica que representa o troco que La recebeu?

68 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

10) Determine os monmios que representam a seguinte situao: um sorvete custa x reais. Leonardo
comprou 3 sorvetes e Carolina 5.
a) Quanto os dois gastaram?

b) O troco que Leonardo recebeu, se ele pagou os seus sorvetes com 10x reais.

11) Se Jussara tem 20x reais e resolveu dar a quarta parte desse dinheiro para seu filho, que quantia
seu filho receber?

12) Qual a forma mais compacta de representar as expresses abaixo?

a) 7 xy + 3 xy =
b) 15mn 8mn =
c) 2,5ab 0,5ab =
d) 3a2 b2 a2 b2 =
e) y 2 + 6 y 2 2 y 2 =
f) 4 ax 2 3ax 2 + 9 ax 2 =

13) Qual o resultado de:

( )
a) 15 xy 2 ( 3 x ) ?
b) ( 20 x y ) ( 4 y ) ?
2

c) ( 81a b c ) ( 9 ab ) ?
4 2

d) ( 49 a b c ) ( 7a bc ) ?
3 2 2

e) ( 48 x y ) ( 12 x y ) ?
4 3 4 2

f) ( 35 x y ) ( 5 x y ) ?
2 2 2 2

14) Suponha que um quadrado tem rea igual a 9 y 2 . Qual a medida do lado desse quadrado?

15) A sala da casa de Lucimar tem forma de um quadrado e 16 m de rea. Qual a medida do lado
dessa sala?
 GUIA DO ALUNO 69

16) Encontre a medida do lado de um quadrado cuja rea mede:

a) 81a4

b) 100m2 n6

17) D o resultado de:

a) ( 2x ) =
2

( ) =
3
b) 3a2

c) ( a b c ) =
2
2 3

d) ( m n ) =
4
2 3

e) 64m2 =

f) 100a4 b10 =

4 4 10
g) x a =
9

18) Branco comprou 5 calas e 12 camisas. Se cada cala custou x reais e cada camisa y reais, qual o
polinmio que representa a quantia que Branco gastou?

19) Calcule:
a) ( x + y ) =
2

b) ( x y ) =
2

c) ( x + 5 )( x 5 ) =
d) ( a + 3) =
2

e) ( b 2) =
2

f) ( m n)( m + n) =
70 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

ANOTAES

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72 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 73

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74 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 75

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76 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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78 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 79

5 EQUAES LINEARES

1. Identidade e equao
importante inicialmente compreender a diferena entre equao e identidade. Essa diferenciao
deve ser pontuada a priori, pois esclarecer, mais a frente, as situaes estranhas que surgiro ao
se resolver algumas equaes.
Dada uma expresso onde figura apenas uma letra, digamos x, qual nos referiremos como expresso
em x, o conjunto dos nmeros reais x para os quais se podem efetuar as operaes indicadas na
expresso chamado de domnio da expresso. Veja os dois casos abaixo.
80 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

2
a) O domnio da expresso o conjunto dos x reais diferentes de 3, pois nessa expresso
x 3
podemos atribuir a x todos os valores reais, exceto o valor 3 j que, nesse caso, o denominador se
anularia e estaramos diante de uma diviso por zero, o que no existe.

b) O domnio da expresso 3 x + 2 o conjunto dos nmeros reais, pois podemos atribuir a x

qualquer valor real que a expresso em tela sempre fornecer, por resultado, um nmero real.

Dada uma igualdade onde em cada membro se tem uma expresso em x, consideremos o conjunto
dos nmeros reais x que so comuns aos domnios dessas expresses, ou seja, o conjunto dos
nmeros reais x para os quais so possveis de serem realizadas as operaes indicadas por ambas as
expresses. Indiquemos tal conjunto por D. Veja os dois casos abaixo.

a) No caso da igualdade 3 x + 1 = x 4 , as operaes indicadas por ambas as expresses 3 x + 1 e

x 4 podem ser efetuadas para qualquer x real, logo D = . O mesmo sucede com a igualdade
( x + 2) = x 2 + 4 x + 4 .
2

2 3
b) Na igualdade = , o conjunto D a coleo dos nmeros reais diferentes de 2 e 2 3 , pois
x + 2 3x 2
tais nmeros anulam respectivamente os denominadores do primeiro e segundo membros. No caso da
1 2 3
igualdade + =, o conjunto D a coleo dos nmeros reais diferentes de 2.
x 2 x 2 x 2
Se a igualdade se verifica para todo x de D, tem-se uma identidade (em D). Caso contrrio, tem-se
uma equao. Neste ltimo caso, resolver a equao significa achar os valores x de D que a verificam,
o conjunto desses valores ser chamado de conjunto-soluo da equao (eventualmente tal conjunto
pode no conter nenhum elemento, que o caso de no haver soluo para a equao).

2. Equao do 1 grau

Problema 1: Num pas chamado Aposentadolndia, um trabalhador tem direito aposentadoria

quando a soma do nmero de anos trabalhados com a idade do trabalhador igual a 100. Com que
idade poderia aposentar-se uma pessoa que tenha trabalhado ininterruptamente a partir dos 22 anos?
 GUIA DO ALUNO 81

Problema 2: Resolva as equaes abaixo:

a) 2 x + 3 = 4 x 2

3x 1 1
b) = 1,5 x
2 2

4x 3
c) 2 x + 2 =
2

Problema 3: Em um teste de 25 questes, por cada acerto ganha-se 4 pontos e por cada erro perde-se
1 ponto. Pedro respondeu a todas as questes e marcou 70 pontos. Quantas questes Pedro acertou?

Problema 4: Azul e Branca so duas locadoras de automvel. A locadora Azul cobra R$ 1,00 por
quilmetro rodado mais uma taxa de R$ 100,00 fixa. A locadora Branca cobra R$ 0,80 por quilmetro
rodado mais uma taxa fixa de R$ 200,00. Discuta em que situao mais vantajoso se alugar um
carro em uma ou outra locadora.

Problema 5: Um grupo de 50 pessoas fez um oramento inicial para organizar uma festa, que
seria dividido entre elas em cotas iguais. Verificou-se ao final que, para arcar com todas as despesas,
faltavam R$ 510,00, e que 5 novas pessoas haviam ingressado no grupo. No acerto foi decidido que
a despesa total ser dividida em partes iguais pelas 55 pessoas. Quem no havia ainda contribudo
pagaria a sua parte, e cada uma das 50 pessoas do grupo inicial deveria contribuir com mais R$ 7,00.
De acordo com essas informaes, qual foi o valor da cota calculada no acerto final para cada uma
das 55 pessoas?

3. Sistemas lineares de duas equaes com duas incgnitas

Resolver um sistema formado por duas equaes lineares, com duas incgnitas corresponde a obter
as solues simultneas dessas duas equaes.

2 x y =
1
Problema 6: Resolva o sistema:
x + 3y =11

Problema 7: Eu tenho o dobro da idade que tu tinhas quando eu tinha a idade que tu tens. Quando
tiveres a idade que eu tenho, juntos teremos 135 anos. Qual a minha idade?
82 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Resolva as atividades propostas abaixo.

Atividade 1: Para promover um baile, um clube fez o seguinte levantamento de gastos:

Banda R$ 3 000,00
Decorao R$ 2 400,00
Iluminao R$ 400,00

Alm dos gastos acima, o buffet cobrar R$ 35,00 por pessoa. O preo do convite individual R$
70,00. Qual o nmero mnimo de convites que o clube deve vender para que o baile no d prejuzo?

Atividade 2: A herana do Antnio foi dividida, entre 10 pessoas, seus 2 irmos e seus 8 filhos, em
partes iguais. Caso a partilha da herana fosse feita somente entre seus 8 filhos, cada um deles teria
recebido R$ 5 000,00 a mais do que receberam na partilha por 10. Qual o valor da herana partilhada?

Atividade 3: Foram pesados 3 cubos idnticos e 2 esferas idnticas, todos juntos e, nessa pesagem,
obteve-se 11,5 kg. Em seguida, pesou-se 2 desses cubos juntos com 3 esferas idnticas s da primeira
pesagem e obteve-se 11kg. Qual o peso de cada cubo e de cada esfera?
 GUIA DO ALUNO 83

ANOTAES

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84 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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90 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 91

6 GRANDEZAS DIRETA E
INVERSAMENTE PROPORCIONAIS

Esse um tema bsico e importante. Tem sido solicitado em concursos diversos, em vestibulares e
tambm no ENEM. Em geral o aluno sabe resolver problemas envolvendo duas grandezas proporcionais
pelo emprego da regra de trs. Mas aplica a regra de trs em situaes inadequadas, para as quais
ela no vlida. Em geral, o aluno no avalia corretamente se as grandezas envolvidas so ou no
proporcionais, muito menos se essa proporcionalidade direta ou inversa. Mais complicado ainda
para o aluno a situao onde uma grandeza proporcional a vrias grandezas ao mesmo tempo.

1. Grandezas Proporcionais
Considere a seguinte situao: uma empresa de engenharia consegue asfaltar 60 km de estrada em
20 dias. Deseja-se saber quantos dias seriam necessrios para que essa mesma empresa asfalte uma
estrada de 84km. As duas grandezas envolvidas, quilmetros de estrada a ser asfalto e o nmero de
dias necessrios para realizar o asfaltamento so tais que: se uma delas aumenta, a outra tambm
aumenta, ou seja, quando aumentamos o nmero de quilmetros a ser asfaltado, o tempo necessrio
para realizar esse asfaltamento tambm aumenta.
Note, em particular, que se duplicssemos o nmero de quilmetros, o tempo gasto para realizar
o asfaltamento seria tambm duplicado. Se triplicssemos o nmero de quilmetros, o tempo para
realizar o asfaltamento deveria tambm ser triplicado. Na tabela abaixo registramos a situao para
algumas quilometragens. Note que na ltima coluna dessa tabela encontra-se registrado o quociente
dos valores das duas grandezas em cada caso.

Quilometragem q N d de dias necessrios para

Quociente q/d
da estrada realizar o asfaltamento
60 20 3
120 40 3
180 60 3
30 10 3
12 4 3
1 1/3 3
92 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Nessa situao, as grandezas q e d so tais que o valor de uma aumenta quando a outra tambm
aumenta e, alm disso, o quociente entre elas constante.
Quando duas grandezas apresentam caractersticas como as exemplificada acima, diremos que as
duas grandezas so proporcionais (ou diretamente proporcionais). Tecnicamente duas grandezas x
e y so proporcionais quando existe uma constante k (fator de proporcionalidade) tal que y= k x
y
ou, equivalentemente, = k .
x

Problema 1: Uma empresa de engenharia consegue asfaltar 60 km de estrada em 20 dias. Quantos

dias seriam necessrios para a mesma empresa asfaltar uma estrada de 84 km?

Problema 2: Uma lata de leite em p, pesando 400 g, custa R$ 5,20. O mesmo leite, na embalagem
de 900 g, custa R$ 11,20. Qual das duas opes economicamente a mais vantajosa?

Problema 3: Trabalhando 8 horas por dia, 3 trabalhadores constroem um muro de 40 m de altura

em 12 dias. Se o nmero de horas de trabalho dirio for reduzido para 6 e o nmero de trabalhadores
aumentado para 5, qual o comprimento de um muro de mesma altura que eles construiro em 15 dias?

2. Grandezas inversamente proporcionais

Considere agora um tanque a ser enchido e que se possa ench-lo utilizando-se uma, duas ou vrias
torneiras, todas de mesma vazo. Dependendo do nmero de torneiras utilizadas, o tempo para encher
o tanque varia. importante observar que essa situao se diferencia dos anteriores pois, nesse caso,
as duas grandezas envolvidas, nmero de torneiras e tempos para encher o tanque, so tais que,
quando uma delas aumenta, a outra diminui, ou seja, quando aumentamos os nmero de torneiras, o
tempo necessrios para se encher o tanque diminui. Note, por exemplo, que se uma torneira sozinha
gastasse 6 horas para encher o tanque, duas torneiras juntas levariam a metade desse tempo, ou seja,
3 horas, e ainda, trs torneiras juntas levariam um tero desse tempo, ou seja, 2 horas. Na tabela abaixo
registramos a situao para o nmero de torneiras variando de 1 a 6. Note que na ltima coluna dessa
tabela encontra-se registrado o produto dos valores das duas grandezas em cada caso.
 GUIA DO ALUNO 93

Tempo t necessrio para

N n de torneiras Produto nXt
encher o tanque (em horas)
1 6 6
2 3 6
3 2 6
4 1,5 6
5 1,2 6
6 1 6

Nessa situao, as grandezas n e t so tais que o valor de uma aumenta quando a outra diminui e,
alm disso, o produto entre elas constante.
Quando duas grandezas apresentam caractersticas como as exemplificadas acima, diremos
que as duas grandezas so inversamente proporcionais. Tecnicamente, duas grandezas x e y so
inversamente proporcionais quando existe uma constante k (fator de proporcionalidade) tal que
k
y = ou, equivalentemente, x . y = k.
x

Problema 4: Se 4 torneiras (com mesma vazo) enchem um tanque em 2 horas (estando o tanque
inicialmente vazio), quanto tempo demorar para encher esse tanque (estando inicialmente vazio)
quando somente 3 dessas 4 torneiras estiverem abertas?

Problema 5: Um fazendeiro possui rao suficiente para alimentar suas 16 vacas durante 62 dias.
Aps 14 dias, ele vende 4 vacas. Passados mais 15 dias, ele compra 9 vacas. Quantos dias, no total,
durou sua reserva de rao?

Problema 6: Uma torneira A enche um tanque em 5 horas. Uma torneira B enche esse mesmo
tanque em 15 horas. As duas torneiras juntas enchero esse tanque em quantas horas?
94 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Resolva as atividades propostas abaixo.

Atividade 1: Um barco com 7 pessoas, deriva no mar, tem suprimento de gua suficiente para
28 dias. Aps 4 dias, o barco recolhe mais 1 nufrago. Se o consumo dirio de gua por pessoa se
mantiver o mesmo, em quantos dias mais durar a reserva de gua?

Atividade 2: Uma escola lanou uma campanha para seus alunos arrecadarem, durante 30 dias,
alimentos no perecveis para doar a uma comunidade carente da regio. Vinte alunos aceitaram a
tarefa e, nos primeiros 10 dias trabalharam 3 horas dirias, arrecadando 12 kg de alimentos por dia.
Animados com os resultados, 30 novos alunos somaram-se ao grupo e todos passaram a trabalhar 4
horas por dia nos dias seguintes at o trmino da campanha. Admitindo-se que o ritmo de coleta tenha
se mantido constante, qual a quantidade de alimentos arrecadados ao final dos 30 dias de campanha?

Atividade 3: Uma caixa dgua de 1000 litros tem um furo no fundo, por onde escoa gua a uma
vazo constante. s 6h da manh de certo dia ela foi cheia e, ao meio dia desse mesmo dia, s tinha
850 litros. Quando o volume dgua restante na caixa alcanar a metade da capacidade da caixa?

Atividade 4: Uma caravana com 7 pessoas deve atravessar o Sahara em 42 dias. Seu suprimento de
gua permite que cada pessoa disponha de 3,5 litros por dia. Aps 12 dias, a caravana encontra 3
bedunos sedentos, vtimas de uma tempestade de areia, e os acolhe. Pergunta-se:
a) Quantos litros de gua por dia cabero a cada pessoa se a caravana prosseguir sua rota como
planejado?

b) Se os membros da caravana (bedunos, inclusive) continuarem consumindo gua como antes, em

quantos dias, no mximo, ser necessrio encontrar um osis?
 GUIA DO ALUNO 95

ANOTAES

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96 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 97

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98 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 99

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100 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 101

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102 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 103

7 PORCENTAGEM

O tema porcentagem recorrente em toda a matemtica e surge nas mais diversas situaes. Este
um assunto trabalhado ao longo do Ensino Fundamental e deve ser devidamente compreendido,
pois esto presentes em problemas diversos, relacionados a diferentes saberes matemticos, alm de
ser uma ferramenta muito empregada na vida cotidiana.
Objetivamente falando, uma porcentagem uma frao de denominador 100.
7
Por exemplo, sete por cento escreve-se como 7% e significa sete centsimos, isto , 7% = .
100
Sempre que se diz sete por cento est se pensando em 7% de uma determinada grandeza. Nesse
caso, est se pensando em sete centsimos dessa grandeza.
Como porcentagem surge a todo instante, conveniente se ter em mente os significados das mais
frequentemente utilizadas.

Porcentagem 10% 20% 25% 50% 100%

Significado 1 10 15 14 12 1

Um erro muito comum considerar que se uma mercadoria custava R$ 100,00, e passou a custar R$
400,00, ento essa mercadoria sofreu um aumento de 400%, j que o preo atual o qudruplo do
preo original. De fato, o preo atual o qudruplo do preo original, entretanto o aumento foi de
R$ 400,00 R$ 100,00 = R$ 300,00 = 3 R$ 100,00, que corresponde a um aumento de 300%
em relao ao preo original.
Em determinados contextos no faz sentido falar em porcentagens superiores a 100%. Por exemplo, no
faz sentido falar em um desconto de 140% no preo de um produto. Seria dar um desconto superior ao
preo do produto. Entretanto, faz sentido falar que um produto teve um aumento de 140%.
Os problemas de porcentagem envolvem, em geral, trs elementos fundamentais: o valor bsico, a
taxa de porcentagem e a porcentagem do valor bsico. Os problemas mais simples de porcentagem
consistem em, dados dois desses elementos, calcular o terceiro.
104 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Problema 1: O salrio mensal de um trabalhador R$ 980,00. Ao receber um aumento salarial de

3,6%, quanto passou a ser seu novo salrio?

Problema 2: O preo da entrada do cinema foi reajustado em 25% e, com isso, passou a valer R$

Problema 3: Numa empresa h 620 funcionrios. Desse total, 341 so homens. Qual a porcentagem
de funcionrias nessa empresa?

Problema 4: Em uma liquidao, um lojista diminuiu em 20% o preo de todas as suas mercadorias.
Terminado o perodo da liquidao, o lojista resolveu reajustar todos os preos de forma a restaur-
los aos preos praticados antes da liquidao. Qual dever ser o percentual de reajuste?

Problema 5: No 1 semestre de 2009, Carlos teve 5% de aumento salarial. No 2 semestre desse

mesmo ano Carlos teve um novo aumento salarial, agora de 10%.
a) Qual o aumento salarial de Carlos, acumulado nesses dois semestres?

b) Teria sido melhor ou pior (para Carlos) mudar a ordem (mas no os valores) dos aumentos?
 GUIA DO ALUNO 105

Resolva as atividades propostas abaixo.

Atividade 1: Num salo com 200 pessoas, 99% so mulheres. Mantido os homens no salo, quantas
mulheres devem sair para que 96% das pessoas que fiquem no salo sejam mulheres.

Atividade 2: Um tanque contm 60 litros de combustvel, dos quais 30% so de lcool e o restante
de gasolina. Quantos litros de gasolina devem ser acrescentados esse tanque de modo que o
combustvel resultante tenha apenas 20% de lcool?

Atividade 3: A gua do mar contm 2,5% de seu peso em sal. Quantos quilogramas de gua do
mar so necessrios para obter 500g de sal?

Atividade 4: Numa promoo, uma bermuda sofreu um desconto de 15% e, no ltimo dia da
liquidao, sofreu um novo desconto de 10%. Qual foi o desconto percentual total no preo da
bermuda no ltimo dia da liquidao, em relao ao preo anterior liquidao?

Atividade 5: Pedro realizou um trabalho pelo qual recebeu R$ 2.349,00 lquidos, aps o desconto
de 10% de INSS.
a) Qual foi a remunerao (bruta) paga a Pedro por esse trabalho?

b) Quanto Pedro deveria ter cobrado por esse trabalho de forma a receber (lquidos) R$ 2610,00,
aps a deduo do INSS?
106 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

ANOTAES

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 GUIA DO ALUNO 107

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108 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 109

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110 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 111

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112 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 113

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114 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 115

8 GRANDEZAS E MEDIDAS

1. Introduo
O aluno est inserido em um universo em que as diferentes grandezas e medidas so presentes e
necessrias. O conhecimento desse contedo, que vem sendo explorado desde as sries iniciais, agora
ser relembrado dando nfase ao raciocnio nas resolues de problemas e nas regras operacionais de
converses de unidades. Esse contedo de extrema importncia para que o aluno acompanhe no
s a matemtica do Ensino Mdio, mas tambm a Fsica, a Qumica, que so disciplinas que trabalham
diretamente com medidas de tempo, espao, massa, volume, rea, dentre outras. Tambm se destaca
nessa oficina a possibilidade de trabalharmos as operaes com nmeros racionais e discutirmos a
ideia existente do sistema sexagesimal na medida do tempo. Iremos dividir essa oficina em trs
etapas: na primeira faremos uma atividade prtica, explorando o universo existente e conhecido
do aluno atravs da utilizao de objetos concretos e de observaes possveis. Na segunda etapa,
trabalharemos com a reviso de conceitos importantes como operaes e converses de unidades de
medida. E, para finalizar, iremos, na terceira etapa, propor problemas sobre grandezas e medidas que
favoream o raciocnio lgico alm de exercitarem as metodologias de converso.

2. Unidades de Medida

Problema 1. Vamos completar a tabela abaixo, indicando a unidade de medida mais adequada,
dentre as apresentadas no primeiro quadro, para efetuar a medio nas seguintes situaes:

Ano Quilograma Centmetro Grau Celsius Litro

Segundo Grama Milmetro Mililitro Polegada
Metro Dia Minuto Tonelada Quilmetro
116 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Tabela:

O que medir... Unidade

Comprimento da sala de aula
Um tempo de uma partida de futebol
Massa de um recm nascido
Distncia de Juiz de Fora a So Paulo
Tempo entre uma copa e outra
Tempo gasto na troca de pneus de um carro de frmula 1
Massa de um po francs
Comprimento de um lpis
Capacidade de uma caixa dgua
Comprimento da Diagonal de uma TV
Temperatura em um dia frio em So Paulo
Espessura do grafite de uma lapiseira
Uma dose de xarope
Massa de um elefante
Tempo de durao da Quaresma

Problema 2.

A partir das informaes da tirinha acima responda:

a) Que horas acabar esse jogo?
 GUIA DO ALUNO 117

b) Quantos minutos h em 1 hora?

c) Quantos segundos h em 1 minuto?

d) Quantos segundos h em 1 hora?

e) Quantos minutos h em 1 ms?

f) Quantas horas h em 1 ano?

g) Joana resolveu assistir a dois programas de TV, um aps o outro. O primeiro teve durao de 4h
20min 30s e o segundo 2h 48min 54s. Qual foi o tempo total que Joana gastou assistindo aos dois
programas?

h) Um triatleta marcou os tempos gastos em suas provas:

- Natao: 17min 56s 59 centsimos de segundo
- Ciclismo: 58 min 48 s e 50 centsimos de segundo
- Corrida: 49 min 34 s e 80 centsimos de segundo
Qual o tempo total das provas do triatleta?

i) Fernanda ir assistir um filme que tem durao de 124 minutos. No display do dvd ela observa que
j se passaram 1h 35mim e 39s do filme. Quanto tempo falta para terminar esse filme?

j) A aula de matemtica que ser apresentada num programa educacional de TV comea s 14h
15min 34 s e termina s 15h 30min 28s, sem intervalos. Qual a durao desta aula?

Problema 3.
a) A distncia entre So Paulo e Rio de Janeiro de cerca de 429 000 m.

b) A espessura do fio de cabelo de cerca de 0,0001 m.

As medidas indicadas nos itens a e b poderiam ser melhor expressas em outras unidades de medida
de comprimento. Quais seriam essas unidades?
118 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Usando esse mesmo raciocnio, vamos fazer algumas converses:

a) 10 m = __________dm f) 12 m = _________mm
b) 25 cm = __________mm g) 30 cm = ___________m
c) 870 m = __________dam h) 2 Km = _________m
d) 43 mm = _____________m i) 7,2m = _________cm
e) 32000 m =____________Km j) 78,99cm = _________m

Problema 4. Vamos observar a receita de um bolo de fub:

3 ovos
50 g de margarina
300 g de acar
Kg de farinha de trigo
400 g de fub
30 g de fermento em p

As quantidades esto expressas em gramas e quilogramas. Como fazer para converter essas unidades?
Kg so quantas gramas? Quantas gramas de ingredientes so necessrias no total (considere que
1 ovo = 40 g)?

Faa as seguintes converses:

23 Kg = _________g
450 mg = __________g
30 hg = ___________dg
67,44 g = ___________mg
322,77 g = _________Kg
32 Kg = __________cg
3 ton = _________Kg
 GUIA DO ALUNO 119

Problema 5. Para azulejar uma parede, foi necessrio medir sua altura e comprimento, mas s
tnhamos uma fita mtrica em mos e, por isso, as medidas foram: 205 cm de altura e 315 cm de
comprimento. Na loja de materiais de construo vende-se azulejos em metros quadrados. Quantos
metros quadrados de azulejos sero necessrios para essa parede?

Faa as seguintes converses:

20 cm2 = ___________m2
15000 km2 = ___________m2
340 cm2 = ___________mm2
30000 cm2 = ___________m2

Problema 6. Quantos litros de gua so necessrios para encher uma piscina retangular de 4m de
comprimento; 1,5m de largura e 2m de profundidade.

2m

1,5m
4m

Faa as seguintes converses:

200 cm3 = ___________
25 m3 = ___________dm3
4,4 m3 = ___________
80000 mm3 = ___________
120 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Resolva as atividades propostas abaixo

Atividade 1. Uma lata de leo tem, em geral, 900 ml. Quantas latas de leo so necessrias para
encher um galo de 20 ?
a) 21
b) 22
c) 23
d) 30

Atividade 2. Em uma garrafa com capacidade para 1,5 de gua mineral, seu contedo de gua
tem 1,5 Kg de massa e a embalagem cerca de 35g. Qual a massa, em Kg, de uma caixa que
transporta 30 garrafas de gua mineral?

Atividade 3. Eduardo faz a edio de um programa de TV. O programa tem quatro blocos e deve
ter 14 minutos de durao total. Quando esse tempo ultrapassado, Eduardo precisa fazer cortes.
Veja os tempos dos blocos da edio do programa de hoje:

Bloco Durao
1 0
3 min 17 s
2 0
4 min 12 s
30 4 min 47 s
4 0
3 min 22 s

Eduardo precisar fazer cortes nessa edio? Se sim, de quanto tempo?

Para o prximo programa os trs primeiros blocos j esto editados e tem os seguintes tempos:
3 min 50s, 3 min 34 s, 2 mim 58 s. Qual tempo dever ter o quarto bloco respeitando o tempo total
de 14 minutos?
Suponha que o programa comece s 16h 48min e que tenha dois intervalos de 3min 15s cada. Qual
ser o horrio do trmino do programa?

Atividade 4. Um campo de futebol ser coberto com grama. O campo um retngulo de 100m
de comprimento e 50 m de largura. Para cada 10 metros quadrados de grana plantada, gasta-se 1
metro quadrado a mais por causa da perda. Cada metro quadrado de grama custa R$ 8,50. Quanto
ser gasto, em reais, para cobrir todo o campo?

Atividade 5. Um caminho pipa pesa 3,2 toneladas quando est vazio e tem capacidade para
15.000 litros de gua. No momento ele transporta 65% de sua capacidade. Sabendo que cada litro
de gua pesa 1Kg, quantas toneladas tm esse caminho no momento?
 GUIA DO ALUNO 121

Atividade 6. Quantos litros de gua so necessrios para encher completamente um recipiente

cbico de 2m de aresta?

Atividade 7. Uma piscina de formato retangular tem 5m de comprimento, 4m de largura e 3m de

altura. Ela ser azulejada com azulejos quadrados de 20cm de lado.
a) Quantos azulejos sero necessrios?

b) Quantos litros de gua so necessrios para preencher 60% da capacidade de piscina?

122 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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124 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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126 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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128 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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130 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 131

9 REAS DE FIGURAS PLANAS

1. Introduo
Agora que j estamos familiarizados com diferentes unidades de medida, podemos comear nosso
estudo sobre reas de figuras planas.
Medir uma grandeza significa compar-la com uma outra, de mesma espcie, tomada como unidade.
Nessa oficina vamos tratar de medir a poro do plano ocupada por uma figura, cujo resultado ser
a medida de sua rea.

2. Permetro de figuras planas

2.1. Permetro de polgonos

Problema 1: Ser construdo um muro no entorno de um terreno cuja planta representada pela
figura abaixo. Qual ser o comprimento (extenso) desse muro?

6m

3m

15,3m

12m

6m

9m
4,23m
9,48m
132 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Problema 2: A professora Raquel pediu que alguns de seus alunos medissem o permetro da sala de
aula. Para essa medio, Paula e Pedro utilizaram um pedao de corda enquanto que Gabriel e Aline
utilizaram uma ripa de madeira. O pedao de corda e a ripa eram de tamanhos distintos, mas eles no
sabiam qual era o comprimento de cada um. Veja as anotaes que cada dupla fez aps as medies:

Paula e Gabrie l
Pedro e Alin e

7,5 30

3 12
P = 7,5 + 3 + 7,5 + 3 P = 30 + 12 + 30 + 12
P = 21 cordas P = 84 ripas

a) Observando as anotaes das duas duplas d pra saber quem tem o maior comprimento: a ripa
ou a corda?

b) A medida do permetro encontrada pelas duplas diferente. Porque isso acontece?

c) Sabendo que a corda tem 2m de comprimento, qual o permetro da sala em metros?

 GUIA DO ALUNO 133

Problema 3: A figura abaixo representa os trs terrenos que Jorge quer cercar.

2
2

4
4 1
3 3
2 Terreno A 2 2 Terreno B Terreno C

4 2 2

As medidas dos lados dos terrenos esto indicados em metros na figura. Quantos metros de cerca
sero necessrios para contornar cada terreno?

2.2 Permetro de uma circunferncia

Antes de falar sobre permetro de uma circunferncia, devemos deixar bem clara a diferena entre
crculo e circunferncia.
Dado um ponto A no plano e um nmero real positivo r, definimos circunferncia de centro A e raio r
como sendo o conjunto de todos os pontos do plano que esto distncia r do ponto A. A unio de
uma circunferncia com a regio plana de seu interior chamada regio circular fechada ou crculo.

r r
A A

Circunferncia Crculo

Portanto so dois conceitos distintos. Crculo uma regio do plano formada por uma circunferncia
com a regio por ela delimitada. Assim todo crculo contm uma circunferncia, pois uma de
suas partes. Uma circunferncia, portanto, s o contorno de um crculo, s uma linha fechada.
Tecnicamente falando, uma circunferncia o permetro de um crculo. Portanto, por se tratar de uma
linha, circunferncia no tem rea. Quem tem rea o crculo. Circunferncias tm comprimento!
134 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

O nmero a razo entre o comprimento de uma circunferncia e seu dimetro. Esta razo d
sempre o mesmo quociente, ou seja, no depende da circunferncia, j que todas as circunferncias
so semelhantes entre si. Indicando por C o comprimento de uma circunferncia de raio r, tem-se

C
= .
2r

Mas o que o comprimento de uma circunferncia? Ns sabemos o que o comprimento de

um segmento, mas temos apenas uma ideia intuitiva do que vem a ser o comprimento de uma
circunferncia. Podemos pensar em passar um barbante bem fino sobre a circunferncia, estic-
lo e, em seguida, medir seu comprimento com uma rgua. Isso dar uma boa ideia do que seja o
comprimento da circunferncia. Mas este mtodo experimental e permite apenas avaliar (com
pouca preciso) essa medida.
Portanto, o comprimento de uma circunferncia de raio r dado por

C = 2 r .

O nmero um nmero irracional, aproximadamente igual a 3,1416. O uso da letra grega

para representar a razo entre o comprimento da circunferncia e seu dimetro deve-se a Euler, que a
adotou em 1737. Mas esta razo sempre fascinou matemticos e curiosos em toda a histria. Por ser
um nmero irracional, sua representao decimal infinita e no peridica. Hoje conhecemos mais
de cinco bilhes de casas decimais de e muito em breve conheceremos mais.

Problema 4: Uma costureira vai contornar com renda uma toalha circular com raio de 70 cm.
Quantos centmetros de renda sero necessrios?

3. Noes de rea de figuras planas

Medir uma grandeza significa compar-la com uma outra de mesma espcie tomada como unidade.
Vamos tratar de medir a poro do plano ocupada por uma figura, cujo resultado ser a medida da
rea dessa figura.
Para encontrar a rea de uma figura F devemos comparar sua superfcie (a poro do plano que ela
ocupa) com a de uma outra figura, tomada como unidade de medida. O resultado dessa comparao
ser um nmero que dever informar quantas vezes a figura F contm a figura tomada como unidade
de medida (unidade de rea).
Adotamos como unidade de rea o quadrado cujo lado mede uma unidade de comprimento. Ele
ser chamado de quadrado unitrio.

= 1 unidade de rea

1
 GUIA DO ALUNO 135

Se o lado do quadrado for de 1 cm, a unidade de rea ser chamada de centmetro quadrado e
representada por cm2 . Naturalmente que, para cada unidade de comprimento, existe uma unidade
de rea correspondente. Assim, o metro quadrado ( m2 ), o milmetro quadrado ( mm2 ), o quilmetro
quadrado ( km2 ) so outras unidades de rea utilizadas.
Dissemos que a rea de uma figura um nmero que representa quantas vezes essa figura contm
a unidade de rea. Isso fcil de perceber, por exemplo, quando desejamos conhecer a rea de um
retngulo cujos lados medem 5 cm e 3cm.

3 cm

5 cm

A unidade de rea cabe 15 vezes no retngulo e, por isso, sua rea de 15 cm.
Se as medidas dos lados de um retngulo so os nmeros inteiros a e b , a medida de sua rea
dada por:
S = ab

Em particular, se a medida do lado de um quadrado o nmero inteiro n, ento a medida de sua

rea igual a

S = n2 .

Problema 5:
Figura II

Figura I

a) Mea quantas vezes a figura I cabe na figura a seguir, sua seja, calcule rea utilizando a figura I
como unidade de medida. 28 vezes
136 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

b) Agora, mea novamente utilizando a figura II como unidade de medida. 14 vezes

Problema 6: Observe as figuras abaixo:

A B C

D E F

a) Quais so as figuras que tm mesma rea que a figura A? C e D

b) Essas figuras possuem formas iguais? No

 GUIA DO ALUNO 137

4. reas de algumas figuras planas

Nosso prximo passo a deduo das frmulas que permitem calcular a medida das reas das
principais figuras planas.

rea do retngulo
Conforme foi visto acima, reas de retngulos com lados de dimenses inteiras a e b , a medida de
sua rea dada por:

S = ab

Essa frmula continua vlida mesmo quando as dimenses a e b so no inteiras. Assim, a medida
da rea de um retngulo o produto das medidas de seus lados.

S = ab b

rea do paralelogramo
Conhecida a medida da rea do retngulo, podemos calcular a medida da rea de um paralelogramo.
Consideremos o paralelogramo ABCD da figura abaixo com base AB = a e altura h .

D C

A B

A figura, a seguir, mostra o paralelogramo sendo transformado num retngulo de mesma rea.

h h
= h
+ h
= +
h h
= h

a a a
a
138 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

A rea do paralelogramo , portanto, o produto da base pela altura.

S = ah .

Chamamos a ateno para o fato de que o mesmo poderia ter sido feito se tomssemos para base
o lado BC por exemplo. claro que nesse caso a altura a ser considerada seria a distncia entre os
lados opostos AD e BC, que na figura abaixo indicamos por h1. lgico que h e h1 no precisam ser
iguais, assim como AB e BC.

h1

D
C

h1

A B

Mas o fato que teremos

AB h = BC h1 .

Nessa oficina h um encarte que dever ser trabalhado com o aluno.

Agora, siga as indicaes abaixo:

a) Recorte na linha pontilhada interna a figura.

b) Aps o recorte, voc obter duas figuras. Cole no espao indicado a figura que possui lado de
medida a.

c) Como os lados do paralelogramo so congruentes, um dos lados do tringulo obtido poder ser
encaixado perfeitamente na figura que voc colou. Encontre esse lado e cole o tringulo, de forma a
construir uma nova figura.

d) Qual figura voc encontrou?

 GUIA DO ALUNO 139

e) Qual a rea da figura encontrada?

f) A rea da figura inicial foi modificada?

g) Concluso:

h) Frmula:

rea do tringulo
Para obter a medida da rea de um tringulo ABC, escolha um lado para chamar de base. Vamos
escolher o lado BC para base. Suponha que a base tenha comprimento a e que a altura relativa a
essa base tenha tamanho h .
Pelo vrtice A, oposto base BC, trace paralelas aos lados AB e BC formando o paralelogramo ABCD.

A D

B C

claro que a rea do tringulo ABC a metade da rea do paralelogramo ABCD. Da resulta que a
medida da rea do tringulo igual metade do produto dos comprimentos da base pela altura, isto ,

ah
S= .
2

Agora, siga as indicaes abaixo:

a) Qual a relao entre os dois tringulos? Eles so congruentes.
140 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

b) Cole a figura II no espao indicado.

c) Cole a figura III junto figura II de forma a obter uma figura de base a. Qual essa nova figura?

d) Qual a rea dessa nova figura?

e) Qual a relao entre a figura obtida e um dos tringulos recortados inicialmente?

f) Concluso:

g) Frmula:

Propriedades importantes sobre reas de tringulos

 GUIA DO ALUNO 141

Propriedade 1: A rea de um tringulo no se altera quando sua base permanece fixa e o terceiro
vrtice percorre uma reta paralela a base.

A1 A2 A3 A4 A5
r

B C

Na figura acima, a reta r paralela a BC . Os tringulos A1BC , A2BC , A3BC , A4 BC e A5 BC tm

reas de mesma medida, pois todos possuem a mesma base BC e mesma altura h.

Propriedade 2: Em um tringulo, uma mediana divide sua rea em partes iguais.

De fato, observando a figura a seguir, sendo M o ponto mdio do lado AB, os dois tringulos interiores
possuem bases de mesma medida e mesma altura. Logo, possuem reas de mesma medida.

h S 1=S 2
S1 S2

A a M a B
2 2

Quando duas figuras possuem reas de mesma medida, dizemos que elas so equivalentes. Portanto, o
enunciado desta propriedade pode ser: Uma mediana divide o tringulo em dois tringulos equivalentes.
142 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Problema 7. O tringulo ABC da figura abaixo tem rea medindo 30 cm. O lado BC est dividido
em quatro partes iguais pelos pontos D , E e F . O lado AC est dividido em trs partes iguais pelos
pontos G e H . Qual a medida da rea do tringulo GDE ?

B D E F C

rea do Trapzio
Chamamos os dois lados paralelos de um trapzio de bases do trapzio e o maior dentre esses dois
lados paralelos chamado de base maior e, o menor deles, de base menor do trapzio. A distncia
entre os lados paralelos de um trapzio a medida da altura desse trapzio.

D C

h bases

A B

Note que, duplicando o trapzio, podemos construir um paralelogramo conforme ilustrado abaixo.

b a
+

h = h

a b a+b

Como j sabemos calcular a rea de um paralelogramo, temos que a rea desse paralelogramo
dada pelo produto da medida de sua base ( a + b ) pela medida de sua altura ( h) , ou seja, a medida
de sua rea dada por ( a + b ) h . Como a medida S da rea do trapzio igual metade da rea
desse paralelogramo, temos que
( a + b) h
S= .
2
 GUIA DO ALUNO 143

No Anexo III voc encontrar dois trapzios congruentes. Recorte essas figuras e mais uma vez
reconhea seus elementos.
Agora siga o roteiro abaixo:
a) Qual a relao entre os dois trapzios?

b) Cole a figura IV no espao indicado.

c) Cole a figura V junto figura IV de forma a obter uma figura de base (B + b) . Qual essa nova figura?

d) Qual a rea dessa nova figura?

e) Qual a relao entre a figura obtida e um dos trapzios recortados inicialmente?

f) Concluso:

g) Frmula:

rea do losango
Como o losango um paralelogramo, podemos calcular a medida de sua rea da mesma forma
como calculamos a medida da rea de um paralelogramo. Entretanto, o losango um paralelogramo
com caractersticas especiais. Ele possui os quatro lados com a mesma medida, o que implica em ele
ser um paralelogramo com suas duas diagonais perpendiculares entre si. Chamando as medidas de
suas diagonais de D e d, podemos construir, a partir do losango, um retngulo cujas dimenses so
as medidas das diagonais do losango e, cuja medida de sua rea ser igual ao dobro da medida da
rea desse losango.

D D

d
d
144 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Assim, podemos concluir que a medida da rea do losango dada por

D+d
S= .
2
Siga as instrues do seu tutor e responda as questes abaixo.

Vamos ao roteiro:
a) Qual a rea do retngulo recortado?

b) Dobre os cantos do retngulo para dentro, tomando por dobra os lados do losango.

c) Cole a figura j dobrada no local indicado.

d) Qual a relao entre o retngulo inicial e o losango?

e) Concluso:

f) Frmula:

rea do crculo
Para essa atividade voc dever utilizar o crculo que est no Anexo. Alm disso, precisar de tesoura
e cola.
Vamos comear:
a) Recorte o crculo.

b) Com o auxlio de uma tesoura recorte os setores e reagrupe-os como na figura a seguir. Cole-os
dessa forma no espao indicado.

r
c) A que polgono essa figura se assemelha?
 GUIA DO ALUNO 145

d) Quais so as suas dimenses?

e) Qual a relao entre essa figura e o crculo inicial?

f) Qual a medida de sua rea?

g) Concluso:

h) Frmula:

rea de setor circular

A medida da rea de um setor de um crculo diretamente proporcional medida do ngulo central,
ou ainda, diretamente proporcional ao comprimento de seu arco. Para justificar isto, basta observar
que, dobrando o ngulo central, a rea do setor dobra, triplicando o ngulo central a rea do setor
triplica, e assim por diante.

R
L

Assim, se o ngulo central tem medida em graus, a rea do setor medir

360o R2
S

S= R2 .
360

Por outro lado, como a rea do setor tambm diretamente proporcional ao comprimento L do seu
arco, podemos expressar essa rea como:
2 R R2
L S

L LR
=S = R2 .
2 R 2
146 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Resolva as atividades propostas abaixo.

Atividade 1: Considere cada quadradinho da malha abaixo como uma unidade de medida de rea.
Construa e pinte quatro regies planas diferentes, todas com 12 unidades de rea.

Atividade 2: Construa na malha quadriculada duas figuras planas com as seguintes caractersticas:
a) a base de uma o dobro da base da outra.

b) ambas tm a mesma rea.

 GUIA DO ALUNO 147

Atividade 3: O comprimento da circunferncia de uma moeda de R$ 1,00 de 8,164 cm. Qual o

raio dessa circunferncia? Utilize a aproximao 3,14 .

Atividade 4: O terreno de Paula foi dividido em trs setores para uma plantao, de acordo com
o indicado na figura. Cada setor tem como contorno uma figura plana. Observe as medidas e os
ngulos retos da figura.

10 m 30 m

Setor I 20 m
Setor III

Setor II

40 m 8m

a) Que tipo de figura representa cada setor?

b) Calcule a rea de cada setor.

c) Calcule a rea do terreno todo.

d) Existe outra maneira de calcular a rea total do terreno. Pense mais um pouco e responda: qual
essa maneira?

Atividade 5: Durante o intercolegial da escola Co-Educao a turma 207

resolveu fabricar sua prpria bandeira. Para isso, pegaram um lenol branco
retangular com dimenses 2,5 m por 3,6 m e desenharam um losango dentro. Turma 207

Em seguida, resolveram pintar a parte interna do losango com tinta vermelha.

Quantos m2 do lenol sero pintados?

Para enfeitar ainda mais, a turma decidiu colocar uma fita de cetim no entorno da bandeira. Quantos
metros de fita foram utilizados?
148 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Atividade 6: Os irmos Marcos e Jlia so donos de dois terrenos conjuntos, como indicado na
figura. Eles receberam duas propostas de compra:

Proposta I: compra dos dois terrenos juntos por 30 m

R$ 350,00 o metro quadrado.
Proposta II: compra apenas do terreno de rea maior
por R$ 450,00 o metro quadrado. 35 m

a) Qual proposta mais vantajosa?

30 m

b) Antes de vender, eles decidiram trocar o arame da cerca 40 m 30 m

que delimita o terreno. Em cada parte da cerca sero
colocados trs nveis de arame. Quantos metros de arame
sero necessrios?

Atividade 7: Marta tem um terreno retangular de 60 m 60 m

por 40 m; quer construir nele um canteiro triangular e um

lago circular com raio de 10 m, conforme indica a figura. No
restante do terreno, Marta pretende colocar pedregulhos.
Utilize as aproximaes 3,14 e 5 2,24 . 20 5
40 m

a) Calcule quantos m de pedregulho sero colocados.

2

b) No total, quantos metros de arame sero necessrios 20 m

para cercar o lago e o canteiro?

Atividade 8: Esta uma chapa de ao com dimenses 60 cm de base por 50 cm de altura. Nela
foram feitos furos circulares com raio de 4 cm. Quanto resta da chapa aps a perfurao? Utilize a
aproximao 3,14 .
 GUIA DO ALUNO 149

Atividade 9: Aps anos de intensa circulao de carros e muitas derrapagens, a curva mais perigosa
de uma grande rodovia sofrer obras de asfaltamento. A figura indica a poro da rodovia que ser
asfaltada. Calcule quantos m2 de asfalto sero necessrios, considerando que sero duas coberturas.
Utilize a aproximao 3,14 .

120

18 m
12 m

Atividade 10: A imagem a seguir representa o telhado de uma casa.

um tipo especfico de telhado chamado quatro guas. Duas partes so tringulos iguais e as
outras duas so trapzios iguais. As dimenses so:

10,1 m

4,5 m 5,3 m

8,4 m 16,2 m

Para cobrir 1 m2 de telhado gastam-se 15 telhas. Quantas telhas, aproximadamente, h no telhado

da casa?
150 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

ANEXOS

ANEXO I

ANEXO II
 GUIA DO ALUNO 151

ANEXO III

ANEXO IV
152 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

ANEXO V
 GUIA DO ALUNO 153

ANOTAES

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 GUIA DO ALUNO 155

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156 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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158 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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160 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 161

10 SLIDOS GEOMTRICOS

1. Introduo

Na oficina anterior, consideramos figuras planas, principalmente suas reas e permetros. Agora,
vamos estudar figuras tridimensionais, mais especificamente volumes, planificaes e reas laterais
e totais de slidos geomtricos.
Vivemos em um mundo fsico tridimensional. Ao ser capaz de relacionar a teoria da sala de aula com
o cotidiano, o aluno ter maior facilidade para a aprendizagem. Explore o fato de que as figuras
geomtricas foram criadas a partir da observao de formas existentes na natureza e dos objetos
produzidos pelo homem.
As figuras planas so aquelas que esto contidas em um plano. Quando uma figura geomtrica
tal que no h um plano que possa cont-la, ela chamada de uma figura tridimensional.
Estaremos interessados em figuras tridimensionais que apresentam certas particularidades: os slidos
geomtricos. Essa figuras geomtricas, alm de comprimento e largura, possuem tambm altura (ou
profundidade). As figuras tridimensionais que estudaremos nessa oficina tm relao com as figuras
planas vistas anteriormente.

Figura
Tridimensional

Figura
Plana

Situao problema:
Desde criana Juliana adora peixes. Ela acaba de se mudar para uma casa e quer construir um grande
aqurio com tampa para que possa curtir seus animais preferidos. Para isso, fez vrias pesquisas e
descobriu coisas bem interessantes. A primeira coisa que descobriu foi que existem trs opes para
o formato de seu aqurio:
162 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Cilindro
Prisma Retangular
Cubo

Antes de escolher uma dentre as trs formas, resolveu verificar quanto gastaria e quais as providncias
deveria tomar com cada tipo de aqurio.

Problema 1. A vidraaria informou Juliana que ela deveria levar um molde do aqurio. Para tal,
Juliana buscou desenhar o que seriam os moldes para as diferentes formas de aqurio. Quando
terminou de desenhar os moldes percebeu que havia cometido alguns erros. Abaixo, esto os moldes
construdos por ela. Identifique que slido cada molde deveria representar, os erros cometidos em
cada um e desenhe novos moldes de forma correta.
Aqui, iremos trabalhar com planificaes. Explique o que a planificao de um slido, utilizando
esse problema como exemplo. Lembre-se que existem vrias planificaes para cada slido. Mostre
isso a seus alunos apresentando diferentes planificaes desses slidos.

Molde 1 Molde 2 Molde 3

 GUIA DO ALUNO 163

MOLDE 1
SLIDO: _________________________________
ERROS: ______________________________________________________________________________
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MOLDE CORRETO

MOLDE 2
SLIDO: _________________________________
ERROS: ______________________________________________________________________________
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MOLDE CORRETO
164 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

MOLDE 3
SLIDO: _________________________________
ERROS: ______________________________________________________________________________
____________________________________________________________________________________

MOLDE CORRETO

Problema 2. Antes de desenhar novos moldes, Juliana decidiu as dimenses de cada tipo de aqurio.

70 cm

105 cm

140 cm
105 cm

105 cm
60 cm

Em seguida, corrigiu seus moldes e levou-os vidraaria. L foi informada que o metro quadrado de
vidro custava R$ 22,00. Quantos reais ela gastar em vidro para fazer cada tipo de aqurio?
 GUIA DO ALUNO 165

Problema 3. Com o oramento da vidraaria em mos, a prxima providncia de Juliana calcular

o volume do aqurio. Vamos ajud-la nesse clculo.

Problema 4. Chegou a hora de Juliana escolher os peixes para seu aqurio. Ela quer colocar
paulistinhas, lebistes e nons.

Paulistinha Lebiste Non

Em um aqurio, recomendvel prever as seguintes quantidades de gua para cada unidade de peixe:
Paulistinha: de 5 litros de gua;
Lebiste: 11 litros de gua;
Non: 4 litros.

Em qual dos trs aqurios considerados por Juliana caberiam 50 paulistinhas, 50 lebistes e 85 nons?

Problema 5. Apesar de querer um aqurio bem grande, Juliana quer ter o menor gasto possvel em sua
confeco. Portanto, dentre as duas possibilidades que lhe resta, qual das duas a mais econmica?

Outros slidos importantes

Alm do prisma retangular, do cubo e do cilindro, o cone e a pirmide so formas geomtricas que
aparecem com frequncia em nosso cotidiano. Abaixo temos exemplos de cone e pirmides junto
com suas planificaes.
166 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

CONE

CARACTERSTICAS DA PLANIFICAO: ___________________________________________________

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 GUIA DO ALUNO 167

PIRMIDE

Pirmide
Triangular

Pirmide
Quadrangular

Pirmide
Pentagonal

CARACTERSTICAS DA PLANIFICAO: ___________________________________________________

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168 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Resolva as atividades propostas abaixo

Atividade 1: Relacione as figuras com suas planificaes.

Fig 1 Fig 2 Fig 3 Fig 4 Fig 5

Fig 6

Fig F

Fig A Fig B Fig C Fig D Fig H

Fig G
Fig E

Atividade 2: A figura abaixo mostra um dado planificado.

Qual das figuras abaixo representa o mesmo dado depois de reconstitudo?

I II III IV
 GUIA DO ALUNO 169

Atividade 3: Um silo de milho tem a forma de cilindro circular reto com raio da base de 1,5m e
altura de 4m. Qual a rea total da superfcie desse silo? Utilize a aproximao 3,14 .

Atividade 4: Dona Jussara quer construir uma piscina em seu quintal com formato de um prisma
retangular. Essa piscina ter todo seu interior azulejado. Para isso tem dois projetos:

Projeto I: comprimento 2m, largura 3m e profundidade 1,5m;

Projeto II: comprimento 2,5m, largura 2m e profundidade 1,8m.

Qual dos dois projetos mais vantajoso para Dona Jussara, ou seja, qual gastar menos azulejos?

Atividade 5: Uma vasilha est cheia de feijes. Essa vasilha tem formato de um cilindro circular reto
com raio da base de 10cm e altura 20cm. O que acontecer se despejarmos os feijes em uma caixa
com mesma altura, comprimento de 18cm e largura de 15cm? Utilize a aproximao 3,14 .

Atividade 6: Uma empresa de sucos precisa de embalagens com capacidade de um litro. Trs fbricas
de embalagem apresentaram propostas:

Fbrica I: no formato de um cubo de aresta de 10cm;

Fbrica II: na forma de um paraleleppedo com comprimento 5cm, largura 20cm e altura 15cm;
Fbrica III: na forma de um paraleleppedo com comprimento 5cm, largura 10cm e altura 20cm.

a) Todas as fbricas apresentaram propostas compatveis necessidade do cliente?

b) O critrio de escolha da empresa ser a fbrica que utilizar menos material. Sendo assim, qual
fbrica ser escolhida?

c) Aps a escolha da embalagem, a empresa colocar suas caixas de suco em caixas de papelo com
formato de bloco retangular com comprimento de 40cm, largura de 50cm e profundidade de 60cm.
Quantas caixas de suco cabero em cada caixa de papelo?
170 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

ANOTAES

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174 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 175

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176 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 177

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178 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 179

11 REVISITAO

Como essa oficina tem o propsito de revisitar os temas trabalhados nas oficinas de 1 a 10, buscamos
selecionar vrios problemas de forma a fornecer uma coletnea que possibilite mobilizar os saberes
abordados nas oficinas anteriores. Para tal, recorremos ao banco de questes da Olimpada Brasileira
de Matemtica das Escolas Pblicas, onde h problemas interessantes e desafiadores para os alunos.
A proposta nessa oficina trabalhar esses problemas que, em comum, tm o potencial de despertar
o prazer de raciocinar.
Procure discutir o enunciado dos problemas com os alunos, deixando-os pensar sobre cada um deles,
mas procure elaborar perguntas que possam ajud-los a descobrir uma estratgia pertinente para o
problema em tela.

Problemas

1. Calcule a diferena - Considere dois nmeros naturais, cada um deles com trs algarismos
diferentes. O maior s tem algarismos pares e o menor s tem algarismos mpares. Se a diferena
entre eles a maior possvel, qual essa diferena?

2. O carro de Maria - Um litro de lcool custa R$ 0,75. O carro de Maria percorre 25 km com 3 litros
de lcool. Quantos reais Maria gastar com o lcool necessrio para percorrer 600 km?

3. Quanto custa? - Ester vai a uma papelaria para comprar cadernos e canetas. Nessa papelaria,
todos os cadernos custam R$ 6,00. Se ela comprar trs cadernos, sobram R$ 4,00. Se, em vez disso,
seu irmo lhe emprestar R$ 4,00 adicionais, ela conseguir comprar dois cadernos e sete canetas,
todas iguais.
a) Quanto custa cada caneta?

b) Se ela comprar dois cadernos e no pedir dinheiro emprestado, quantas canetas Ester poder comprar?
180 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

4. Retngulo e quadrados - A figura ao lado representa 2

um gramado retangular em que foram marcados sete
3
quadrados numerados de 1 a 7. Se a rea do menor desses
quadrados 1 m, quanto mede a rea total do gramado? 1 4 5

6 7

5. Quadrado mgico - Complete as casas em branco da tabela ao lado com fraes, de tal modo
que a soma dos trs nmeros de qualquer linha, qualquer coluna e das duas diagonais seja sempre
a mesma.

3
5

1
2

0,4 0,5

6. Trs algarismos - Sejam A, B e C algarismos diferentes de zero tais que ( AB ) = CAB , isto , o
2

nmero de dois algarismos AB, elevado ao quadrado d o nmero de trs algarismos CAB. Determine
o valor de A + B + C .

7. O suco do Diamantino - Diamantino colocou trs litros de gua e um litro de refresco num
recipiente. O refresco composto de 20% de suco de laranja e 80% de gua. Depois de misturar
tudo, que porcentagem do volume final representa o suco de laranja?

8. Uma eleio - Trs candidatos concorreram eleio de representante de uma turma de escola:
Joo, Rosa e Marcos. Joo obteve 2/7 dos votos e Rosa 2/5 dos votos. Quem ganhou a eleio?

9. Correndo menos - Correndo a uma velocidade de 10 km/h, Joo completa um certo percurso em
seis minutos. Com qual velocidade, em km/h, ele pode completar o mesmo percurso em oito minutos?

n 1 1
10. Qual o numerador? - Se um nmero entre e , quem n?
24 6 4

11. A florista - Uma florista colheu 49 kg de flores do campo. O quilograma das flores pode ser
vendido imediatamente a R$ 1,25 ou, mais tarde, com as flores desidratadas, a R$ 3,25. O processo de
desidratao faz as flores perderem 5/7 de seu peso. Qual o tipo de venda mais lucrativo para a florista?
 GUIA DO ALUNO 181

12. Clculo de porcentagem - Se voc acerta 58 das 84 questes de um teste, qual o seu
percentual de acertos?

13. Ovos e mas - Num certo armazm, uma dzia de ovos e 10 mas tinham o mesmo preo.
Depois de uma semana, o preo dos ovos caiu 10% e o da ma subiu 2%. Percentualmente, quanto
se gastar a mais na compra de uma dzia de ovos e 10 mas?

14. O maior MDC - Quais so os seis nmeros de dois algarismos cujo o mximo divisor comum
o maior possvel?

15. Divises e restos - O dobro de um nmero dividido por 5 deixa resto 1. Qual o resto da
diviso desse nmero por 5?

16. Permetros e reas - Um quadrado tem 3 + 3 cm de lado e as dimenses de um retngulo,

em centmetros, so 2 e 72 + 3 6 . Qual dos dois tem maior rea? E maior permetro?

17. Pontos da reta Na reta dada esto representados os seis nmeros a, b, m, n, p e q, alm dos
1
nmeros 0, , 1 e 2.
2

m n p a b q
0 1 1 2
2

Dentre os seis nmeros m, n, p e q, indique quais deles melhor representam os nmeros a + b , a b

e a b .

18. Qual o cubo? Cortamos o canto de um cubo oco, conforme mostra a figura ao lado.
Apresente uma planificao do cubo cortado.
182 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

ANOTAES

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 GUIA DO ALUNO 183

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184 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 185

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186 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 187

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188 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 189

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190 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

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 GUIA DO ALUNO 191

RESPOSTAS

Oficina 1: Nmeros naturais e inteiros

Atividade Resposta
01 Podem aparecer outras solues.

6 13 4

5 5 15

14 3 4

02 a) 80
b) 9
c) 2280
d) 1 (quando o mdc entre dois nmeros igual a 1, esses so chamados de
nmeros primos entre si)
192 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

03 norte

oeste leste

origem

04 A coincidncia voltar a ocorrer 60 anos depois.

05 2200 metros
Padaria Banco Correio Igreja Escola (parou na escola)
06 a) 40 metros
b) primeiro rolo: 5 pedaos e segundo rolo: 6 pedaos
07 Alternativa c
08 Alternativa b
09 Alternativa a
10 Alternativa d
 GUIA DO ALUNO 193

Oficina 2: Nmeros Racionais

Atividade Resposta

01
3 6 3 7
a) I , III , IV e VI
4 8 6 4
3 9 15 6 12 24 3 15 30 7 21 35
b) = = , = = , = = , = =
4 12 20 8 16 32 6 30 60 4 12 20
3 6
c) =
4 8
3 7
d) e
4 4
e)
3 1
=
6 2

02 5
6
03 82 41
a) =
88 44
6 3
b) =
88 44
04 a) 18 vazios
b) 34 alunos
c) 3 km
d) 21 machos
e) 51 passarinhos
f) 8 km/h
05 a) MG
b) Todos
c) 786,8 km2
d) 657,2 km2
06 R$ 34,50
07
a)
1 c) 2291 d) 58 f) 2
9 9900 90 99
194 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Oficina 3: Potenciao e Radiciao

Atividade Resposta

a) 9,46 x 1012
01
b) 3,78 x 1013
02 19.530 pessoas
03 20,4
04 19,12
05 R$ 151,20
06 Alternativa c

Oficina 4: Introduo lgebra

Atividade Resposta

a) 2m
b) 3m
c) m
2
d) m
3

e) 2 m ou 2m
3 3
f) m + 4
01 g) 3m 2

h) 2 m + 15 ou
2m
+ 15
5 5
i) 2m + 8

j) m + 10
2
k) m 7
l) 4 m + 20

m) m 2m
3
 GUIA DO ALUNO 195

a) 2x
x
02 b)
5
c) x 15
a) a + a + a + a + a + a = 6 a
03
b) 2a + 2a + b + 2a + 2a + b = 2a + 2a + 2a + 2a + b + b = 4 a + 2b

p
a) p
3
04 b) n + (n + 1) + [(n + 1) + 1] = 3n + 3
c) a > b ou b < a
d) 4 y + 10 = 46
a) O quntuplo de um nmero mais um.
b) O qudruplo de um nmero mais dois igual a 9.
c) A diferena entre o triplo de um nmero e dobro desse nmero.
05 d) A soma de um nmero com sua metade igual a trs meios.
e) A diferena entre a quarta parte de um nmero e trs menor que a metade
desse nmero.
f) O produto da soma de dois nmeros pela diferena desses dois nmeros.
2
a) 2 x 3 x = 6 x
06
b) P = 2 x + 3 x + 2 x + 3 x . Como os dois termos tm partes literal iguais ento
podem ser reduzidos a um termos s. Com isso, temos P = 10 x.

07
( 2
) (2
)
a) 3 x (5 xy ) = ( 3 5) x x y = 15 x y = 15 x y
3 3

b) (8ab)( ab) = [8 ( 1)](a b a b) = 8 a2 b2 = 8ab

( )( ) ( )
a) A = 4 x 2 y 3 y 3 = (4 3) x 2 y y 3 = 12 x 2 y 4 = 12 x 2 y 4
08
b) Sim. Aplicando a propriedade do produto de potncia de mesma base que diz
que nesse caso devemos conservar a base e somar os expoentes.

a) 3 x
09
b) 5 x 3 x = 2 x

a) Leonardo: 3 x Carolina: 5 x
10
b) 7 x
11 5x
196 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

a) 4 xy
b) 7mn
c) 2ab
12
d) 4 a2 b2
e) 5 y 2
f) 10ax 2

a) 5 y 2
b) 5x 2
c) 9 a 3 bc
13
d) 7ab
e) 4 y
f) 7

14 3y

15

a) 9a2
16
b) 10mn 3

a) 4x 2
b) 27a6
c) a 4 b6 c 2
d) m 8 n12
17
e) 8m
f) 10 a2 b5

g) 2 x 2 a5
3

18 5 x + 12 y

a) x 2 + 2 xy + y 2
b) x 2 2 xy + y 2
c) x 2 25
19
d) a2 + 6 a + 9
e) b2 4 b + 4
f) m 2 n2
 GUIA DO ALUNO 197

Oficina 5: Equaes lineares

Atividade Resposta
01 166 convites
02 R$ 200.000,00
03 2,5 kg e 2 kg

Oficina 6: Grandezas direta e inversamente proporcionais

Atividade Resposta
01 21 dias
02 1720 kg
03 2h do dia seguinte
04 a) 2,45 litros b) em 21 dias ou menos

Oficina 7: Porcentagens

Atividade Resposta
01 150 mulheres
02 30 litros
03 20 kg
04 23,5%
05 a) R$ 2.610,00 b) R$ 2.900

Oficina 8: Grandezas e Medidas

Atividade Resposta
01 Alternativa c
02 46,05 Kg
c) Dever cortar 1min 38
03 d) 3min 38s
e) 17h 08min 30s
04 R$ 46 750,00
05 12,95 toneladas
06 8000 litros
a) 1850
07
b) 36.000 litros
198 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Oficina 9: reas

Atividade Resposta
03 1,3 cm
a) Setor I: paralelogramo; Setor II: tringulo; Setor III: trapzio
b) Setor I: 200 m2; Setor II: 400 m2; Setor III: 380 m2
04 c) 980 m2
d) AI + AI + AIII = 980 m 2 ou AT =
(40 + 58) 20 = 980 m 2
2
a) 4,5 m2
05
b) 12,2 m
a) Proposta I
06
b) 525,96 m
a) 1686 m2
07
b) 167,6 m
08 1995,2 cm2
09 1205,76 m2
10 2658 telhas

Oficina 10: Slidos geomtricos

Atividade Resposta
1 C 4 G
01 2 E 5 F
3 B 6 D
02 III
03 51,81m2
04 Proposta II

05 Vai transbordar ( VC < VV )

b) Apenas I e III
06 c) Fbrica I
a) 120 caixas
 GUIA DO ALUNO 199

Oficina 11: Revisitao

Problema Resposta
01 729
02 R$ 54,00
03 a) R$ 2,00 b) 5
04 45 m

05

06 13
07 5%
08 Rosa
09 7,5 km/h
10 5
11 Sem a desidratao
12 Aproximadamente 69,047%
13 4%
14 16, 32, 48, 64, 80 e 96
15 3
Ambos tm a mesma rea.
16
O retngulo tem maior permetro
17 q, m e p respectivamente.

18
200 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 201

REFERNCIAS BIBLIOGRFICAS

DANTE, Luis Roberto. Tudo Matemtica: ensino fundamental. Volumes I, II, III e IV.
So Paulo - SP. Editora tica, 2005.
DANTE, Luiz Roberto. Tudo Matemtica So Paulo: tica, 2002
DINIZ, Maria Ignez de S. V; SMOLE, Ktia Cristina S.. O conceito de ngulo e o ensino
de Geometria. 4 edio. So Paulo SP. CAEM - IME/USP. 2002.
LIMA, Elon Lages et al. A Matemtica do Ensino Mdio. Vol 1. Coleo Professor de
Matemtica. SBM, Rio de Janeiro, 1996.
LIMA, Elon Lages et al. Temas e Problemas Elementares. 2 edio. Coleo Professor de
Matemtica. SBM, Rio de Janeiro, 2006.
LIMA, Elon Lages et al. Temas e Problemas. 2 edio. Coleo Professor de Matemtica.
SBM, Rio de Janeiro, 2003.
OCHI, Fusako H; PAULO, Rosa M.; YOKOYA, Joana H. e IKEGAMI, Joo K.. O uso de
quadriculados no ensino de Geometria. 3 edio. So Paulo SP. CAEM - IME/USP.
1997.
REZENDE, Eliane Q. F; QUEIROZ, Maria Lcia B.. Geometria Euclidiana Plana e
construes geomtricas. Campinas SP. Editora da UNICAMP. 2000.
IEZZI, Gelson; DOLCE, Osvaldo; MACHADO, Antonio. Matemtica e Realidade. Volumes
I, II, III e IV. 5 edio. So Paulo SP. Atual Editora. 2005.
IMENES, Luiz Mrcio; LELIS, Marcelo. Matemtica. Volumes I, II, III e IV. So Paulo SP.
Editora Scipione. 2001.
IMENES, Luiz Mrcio. Matemtica: Imenes & Lellis 1o edio So Paulo: Moderna,
2009.
CENTRO DE REFERNCIA VIRTUAL DO PROFESSOR Secretaria de Educao de Minas Gerais.
http://crv.educacao.mg.gov.br/sistema_crv/crv.htm
Domin Humano: http://ensfundamental1.wordpress.com/407-2/415-2/
Histria da Matemtica - http://educar.sc.usp.br/licenciatura/2003/hm/page01.htm
ICMC/USP - http://educar.sc.usp.br/matematica/matematica.html
202 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1

Motokame, Luciane Vieira de Paula Jogo Fatorando: www.sbempaulista.org.br/.../

Comunicacoes_Orais%5Cco0021.doc
Portal So Francisco. http://www.portalsaofrancisco.com.br/alfa/historia-da-matematica/
historia-da-matematica-1.php
Programa de Formao Continuada em Matemtica Escola Superior de Educao de Leiria
Portugal. http://blogs.esecs.ipleiria.pt/eb1mat/
S MATEMTICA - http://www.somatematica.com.br/index2.php
Usando nmeros muito pequenos e nmeros muito grande Observatrio Nacional. www.
on.br/site_edu_dist_2011/pdf/modulo1/1-numeros.pdf
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ANEXOS
204 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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ANEXOS - OFICINA 1
Figura 1
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Figura 2

2 2 2 2 2

3 3 3 3 2

5 5 5 5 5

13 11 11 7 7

29 29 19 19 17

47 37 23
208 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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Figura 3

1650 414 125 36

2142 423 154 40

3990 665 220 60

4620 725 312 72

6105 957 380 98

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Figura 4
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Figura 1
214 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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Figura 2

2 2 2 2 2

3 3 3 3 2

5 5 5 5 5

13 11 11 7 7

29 29 19 19 17

47 37 23
216 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 217

Figura 3

1650 414 125 36

2142 423 154 40

3990 665 220 60

4620 725 312 72

6105 957 380 98

218 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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Figura 4
220 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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ANEXOS - OFICINA 2

1 0,5
2

3
0,75
4
222 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 223

1
0,333...
3

5 0,625
8

1
0,1666...
6

5 1,666...
3
224 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 225

1
0,25
4

1 0,2
5

3
0,6
5

7 0,7
10
226 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 227

1 0,5
2

3
0,75
4

1
0,333...
3

5 0,625
8
228 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 229

1
0,1666...
6

5 1,666...
3

1
0,25
4

1 0,2
5
230 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 231

3
0,6
5

7 0,7
10
232 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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ANEXOS - OFICINA 3

Eu tenho 9,
100
Quem tem 0 ?

Eu tenho 11,
2
Quem tem 3 ?

Eu tenho 12,
Quem tem 121 ?
234 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 235

Eu tenho 0,
-2
Quem tem 3 ?

Eu tenho 1,
9

Quem tem 8 . 2 ?

Eu tenho 4,
3
Quem tem 27 ?
236 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 237

Eu tenho 3,
4
Quem tem (-3) ?

Eu tenho 81,
3
Quem tem (-2) ?

Eu tenho -8,
Quem tem 16 + 4 ?
238 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 239

Eu tenho 6,
12
Quem tem ?
3

Eu tenho 2,
Quem tem 81 - 16 ?

Eu tenho 5,
2 4
Quem tem (3 ) ?
240 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 241

8
Eu tenho 3 ,
2 3
Quem tem 5 . 5 ?

5
Eu tenho 5 ,
7
10
Quem tem 3 ?
10

4
Eu tenho 10 ,

Quem tem 2 ?
242 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 243

1/2
Eu tenho 2 ,
3
Quem tem 5 ?

1/3
Eu tenho 5 ,
2
Quem tem -4 ?

Eu tenho -16 ,
-80
Quem tem 1 ?
244 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 245

Eu tenho 1,
2
Quem tem 3 x 10 ?

Eu tenho 300,
-3
Quem tem 9 x 10 ?

Eu tenho 0,009,
2 3
Quem tem 5 + 5 ?
246 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 247

Eu tenho 150,
3 1
Quem tem 3 - 3 ?

Eu tenho 24,
-2
Quem tem 5 ?

Eu tenho 1 ,
25
-3
Quem tem (-4) ?
248 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 249

Eu tenho -1 ,
64
Quem tem 144 ?
250 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
 GUIA DO ALUNO 251

ANEXOS - OFICINA 9

ANEXO I

ANEXO II
252 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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ANEXO III

ANEXO IV
254 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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ANEXO V
256 GUIA DE MATEMTICA ENTRE JOVENS | VOLUME 1
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ANEXOS - OFICINA 10
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