11 class_Module 3_Part 3 | Quizalize

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11 class_Module 3_Part 3 | Quizalize

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11 class_Module 3_Part 3

Quiz by Alla Badanina

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Q 1/36
Score 0
пластическая хирургия
30
Users enter free text
Q 2/36
Score 0
стремительно падать
30
Users enter free text

36 questions

Q.

пластическая хирургия

1

30 sec

Q.

стремительно падать

2

30 sec

Q.

количество пыльцы (в воздухе)

3

30 sec

Q.

давление, воздействие

4

30 sec

Q.

предотвратить, не допустить

5

30 sec

Q.

психотерапевт

6

30 sec

Q.

четверть, квартал

7

30 sec

Q.

допрашивать

8

30 sec

Q.

уверение, заверение

9

30 sec

Q.

рыжеволосый человек

10

30 sec

Q.

режим

11

30 sec

Q.

средство, лекарство

12

30 sec

Q.

перемещать, снимать, удалять

13

30 sec

Q.

ответ, реакция

14

30 sec

Q.

розничная торговля

15

30 sec

Q.

влезать в долги/делать долги

16

30 sec

Q.

жертвовать

17

30 sec

Q.

писать быстро и небрежно

18

30 sec

Q.

салфетка

19

30 sec

Q.

строгий, суровый

20

30 sec

Q.

шопоголик

21

30 sec

Q.

"прогулка" по магазинам с многочисленными покупками

22

30 sec

Q.

лунатик

23

30 sec

Q.

поскользнуться

24

30 sec

Q.

скользкий путь

25

30 sec

Q.

позвоночник, хребет

26

30 sec

Q.

растрачивать

27

30 sec

Q.

придерживаться; следовать чему-то

28

30 sec

Q.

стратегия, линия поведения

29

30 sec

Q.

усиливать, укреплять

30

30 sec

Q.

подписчик, абонент

31

30 sec

Q.

потный, вспотевший

32

30 sec

Q.

иметь негативные последствия

33

30 sec

Q.

делать записи/конспектировать

34

30 sec

Q.

доводить что-то до крайности, впадать в крайность

35

30 sec

Q.

быть нацеленным, предназначаться

36

30 sec

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Select all the numbers that can be used as a common denominator to rewrite the fractions __ 2 6 and __ 1 2 . A 3 D 12 B 6 E 16 C 8 2 Aaron ran __ 5 8 mile to his friend’s house. Then he ran another __ 1 4 mile to the park. 1 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 4 Which equation shows how many miles Aaron ran? A __ 5 8 – __ 1 4 = __ 2 8 C __ 5 8 + __ 1 4 = __ 7 8 B __ 5 8 – __ 1 4 = __ 3 8 D __ 5 8 + __ 1 4 = __ 8 8 3 Select all the expressions that can be used to find the sum of __ 6 8 and ___9 12. A ___ 36 48 + ___ 36 48 D ___ 18 20 + ___ 17 20 B ___ 24 36 + ___ 27 36 E ___ 18 24 + ___ 18 24 C ___ 14 16 + ___ 13 16 4 Write a pair of equivalent fractions for __ 3 4 and __ 2 5 using a common denominator of 20. __ 3 4 = __ 2 5 = 5 Katie spent __ 4 5 hour painting and __ 1 2 hour drawing. ? 1 1 2 1 5 1 5 1 5 1 5 How much more time in hours did she spend painting than drawing? 6 Dave is planting a garden. He plants cucumbers in ___2 12 of his garden and tomatoes in __ 2 3 of his garden. What fraction of his garden does Dave plant with cucumbers and tomatoes? 7 Of the students in Maria’s class, __ 2 5 have dogs and __ 1 3 have cats. No students have both a dog and a cat. What fraction represents how many more students in Maria’s class have dogs? 52 © Houghton Mifflin Harcourt Publishing Company Module 6 • Form A Name Module Test DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-C 9 Mr. Gonzales used __ 3 4 quart of broth and __ 1 2 quart of milk to make soup. How many quarts of liquid did he use? Part A Complete the fraction model to represent the problem. 1 1 2 1 4 1 4 1 4 Part B Write an equation to show how many quarts of liquid Mr. Gonzales used to make soup. 10 A bowl of cereal contains __ 2 3 cup of oats and __ 2 8 cup of raisins. Write a numerical expression using equivalent fractions with a common denominator of 24 to model how many more cups of oats than raisins there are in the bowl. 11 Jessica read __ 1 6 of her book on Thursday, __ 2 9 of her book on Friday, and __ 1 2 of her book on Saturday. Part A Write a numerical expression using equivalent fractions to model how much of her book she has read so far. Part B What fraction of her book has Jessica read?
11 class_Module 3_Part1
GRADE 4 Module 6 Lesson 3. Interpret Remainders This PowerPoint file contains instructional aids for teachers who have purchased Into Math. It is intended to be projected to students and used in conjunction with the Student Edition and manipulatives as needed. These slides can be used to move the conversation forward in the classroom, but they should not serve as a replacement for student-centered, collaborative conversations in which students have the space they need to find an entry point, construct meaning, and build understanding. About the Slide Presentation Presenter View: Use the Presenter view to see notes while presenting. Customization: Add or delete content or notes to get the best learning experience for your classroom. 1 Problem of the Day. Which equations can be used to solve the following problem? Rita makes 40 bracelets and gives an equal number to 8 friends, including Veronica. Veronica gives 2 of the bracelets that she received to her sister. How many bracelets does Veronica have left? A. 40 – 8 = 32 32 ÷ 2 = 16 B. 40 ÷ 8 = 5 5 + 2 = 7 C. 8 + 2 = 10 40 ÷ 10 = 4 D. 40 ÷ 8 = 5 5 – 2 = 3 2 I Can. I Can solve a division problem and interpret the remainder in the context of the problem. 3 Spark Your Learning. Aiden is building solar toy cars in his science club. The cars collect and use energy from the sun for power. Aiden buys 18 wheels. Each car needs 4 wheels. How many cars can Aiden build? Show your thinking. 4 Turn and Talk. What is the remainder in this problem? What does the remainder mean? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 5 Build Understanding • Task 1 ACTIVITY. There are 57 students going to the science museum. Each van can take 5 students. How many vans are needed to take all the students? Use a visual model to show how the students are divided into groups of 5. 6 Turn and Talk. How can you use the whole-number quotient and remainder to answer these questions? How many vans will be full? How many students will ride in the van that is not full? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 7 Step It Out • Task 2 ACTIVITY.. Amanda has 73 inches of wire for a science experiment. She needs to cut all the wire into 8 identical pieces. How many inches long will each piece be? 8 Turn and Talk. Why is this problem a good situation to write the remainder as a fraction? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 9 Check Understanding. 1. Maya needs 44 batteries for smoke alarms. The batteries come in packs of 6. How many packs does Maya need to buy? For 44 ÷ 6, the whole-number quotient is ____ and the remainder is ____. Maya needs to buy ____ packs. Circle how you interpreted the remainder to solve the problem. 10 I Can Scale. 4 I can explain how to solve a division problem and interpret the remainder in the context of the problem. 3 I can solve a division problem and interpret the remainder in the context of the problem. 2 I can solve a division problem and identify the whole-number quotient and the remainder. 1 I can solve a division problem with a remainder. 11 Exit Ticket. Mr. Jenkins’ class is giving speeches during a 46-minute class. Each student will be able to talk for 4 minutes. How many students can give speeches? Justify your answer.