Which of the following best explains, in terms of ethical principles, why Ancel Keys’ semistarvation study would be unlikely to be conducted today?

The participants experienced greater-than-usual harm in the study because the participants’ basal metabolic rates were possibly impacted past the duration of the study.

The participants experienced greater-than-usual harm in the study because the participants likely experienced permanently decreased glucose levels.

The participants experienced greater-than-usual harm in the study because the participants experienced a disruption in the ecology of eating.

The participants experienced greater-than-usual harm in the study because the participants’ arcuate nuclei were destroyed.

Which of the following best explains Harvey’s slowed weight loss over time after he reduced the amount of food he ate at each meal?

His basal metabolic rate decreased

Module 4.7c - Motivation: Hunger Motivation

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.

Module_4

Module 4

Module 4, The American Revolution (Road to Independence)

Module 4 Q3

Module 4 - Install Application Software Summary

Module 4 Week 1

Related quizzes

Related quizzes