ĐĎॹá>ţ˙ ţ  ţ˙˙˙ę ë ě í î ď đ ń ň ó ô ő ö ÷ ř ů ú ű ü ý z ÷ € ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ěĽÁgŔ řżýbjbjVV Ážr<r<bj¤˙˙˙˙˙˙ˇ  nnFFF¤˙˙˙˙ęęęú¤ ž+„$ę,„"P&b|˘b˘bĘb¸Œşr•Œţ—HWYYYYYY$° ˛b#’}iF[šś†ÂxŒ@[š[š}nn˘bĘbě#ćÇĆÇĆÇĆ[šv n*˘b(ŇRĘbWÇĆ[šWÇĆÇĆfóp˜:$"ŰĘb˙˙˙˙€ĚeŚZíË˙˙˙˙ŃŽcDCü0,§4ô#_Ăô#ˆŰŰô#FďTF™ X¤čÇĆ@ŹT”˛ÇF™F™F™}}cĆdF™F™F™,[š[š[š[š˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ô#F™F™F™F™F™F™F™F™F™ 4:  MONTESSORI UPPER ELEMENTARY MATH CURRICULUM ALIGNMENT Based on the Maryland Voluntary State Curriculum Montessori Mathematics Grades 4 to 6 June 2006 Prince George’s County Public Schools  SHAPE \* MERGEFORMAT  PGIN 7690-3472 BOARD OF EDUCATION OF PRINCE GEORGE’S COUNTY, MARYLAND Beatrice P. Tignor, Ed.D., Chair Howard W Stone, Jr., Vice Chair John R. Bailer, Member Abby L. W. Crowley, Ed.D., Member Charlene M. Dukes, Ed.D., Member Robert O. Duncan, Member Jose R. Morales, Member Judy G. Mickens- Murray, Member Dean Sirjue, Member Leslie Hall, Student Board Member John E. Deasy, Ph. D., Chief Executive Officer Shelley Jallow, Chief Academic Officer Patricia Miller, Director of Curriculum and Instruction Gladys Whitehead, Ph.D., Coordinating Supervisor, Academic Programs Pamela Shetley, Ph.D., Director of the FOCUS Office ACKNOWLEDGEMENTS We wish to acknowledge the following teachers for their hard work and dedication to the creation of this outstanding document: John Feeley Susan Holmes Laure Fleming Marion Lebensbaum Janet Goodspeed Cynthia Peil Gwendolyn C. Harris Kimberly Strayhorn We also wish to thank all of the Curriculum Writing Production Center staff for their assistance. Table of Contents Introduction……………………………………………………………………………………………………………………………………………………………5 Montessori Math Materials List…………………………………………………………………………………………………………………………………….6 Voluntary State Curriculum Chart (VSC) ………………………………………………………………………………………………………………………..8 Quarterly Guidelines ……………………………………………………………………………………………………………………………………………….14 Montessori Alignment with VSC………………………………………………………………………………………………………………………………….15 Montessori Great Lessons ………………………………………………………………………………………………………………………………………..93 Montessori Sample Lessons ……………………………………………………………………………………………………………………………………104 Appendix ……………………………………………………………………………………………………………………………………………………………123 History of Math Command Cards Rounding and Estimating Lessons Calculator Lessons Problem Solving Sequence Problem Solving Activity Cards Measurement Activity Cards Money Lessons Probability Activity Cards Statistics Activity Cards Introduction to Mathematics in the Montessori Elementary Classroom The human mind is naturally mathematical. Mathematics is another language of communications. Mathematical inventions are a reflection of the culture. The child at the second plane of development (6-12 years old) is interested in exploring how and why mathematics was developed and its usefulness to humanity. To assist the child’s inner development, the elementary teacher offers experiences that lead towards mathematical abstraction. First, the Montessori Great Lessons are introduced. Next, concrete experiences are presented, using hands-on materials manipulative practice with individual concepts. Then the teacher gives math nomenclature as the first step leading to abstraction. Repetition through a variety of parallel, interrelated work is given to keep the child's interest. Also, interest is maintained through work on problem solving skills, as the child creates his/her own problems. After extensive work with the sensorial (manipulative) materials, the child naturally moves toward abstraction until only paper and pencil remain. The child's work follows five steps: 1. The teacher presents "The Story of Numbers,” giving a vision of the whole and inviting children to begin the adventure of mastering mathematics. 2. Children work individually with math materials, acquiring precision. 3. The teacher presents mathematical vocabulary. 4. Children are encouraged through questioning to begin to make generalizations. 5. Children begin to work on paper (abstract level). The mathematics program at the 6-12 level is designed to awaken the exploratory imagination of the reasoning mind. The child, from his work in the Montessori preschool, already has as a strong base for understanding math concepts. Correlation between quantity and symbol, base-ten place value to thousands, an introduction to the four operations using whole numbers, and memorization of math facts have been introduced and practiced. The major domains of study in the elementary class are: Algebra, patterns, and functions Geometry Measurement Statistics Probability Number relationships and computation Processes of mathematics Description of Montessori Math Materials The 100 Board has 100 tiles numbered from 1-100, designed to be laid out in rows of ten on a 10 x 10 grid. The Bead Bars are colored bead bars representing different quantities, used to explore patterns of numbers. The Chain Cabinet holds ten cubes 1-10, the squares of the cubes, the chains of the cubes and the chains of the squares. Colors are the same as for the Bead Bars. The Strip Boards are used to learn addition and subtraction facts and to lead children to discover numerical patterns. They are printed with a grid of squares, and use strips of wood cut in sizes from 1-9, and 1-18 to represent quantities. The Multiplication Board is a wooden board with ten holes vertically and ten holes horizontally totaling 100 holes. Red beads are used to create the product. The Division Board has nine holes vertically and nine holes horizontally totaling 81 holes. Green beads are used to create the quotient. Skittles represent the divisor. The Finger Charts are series of charts with the basic math facts printed on them. They lead students to discover numerical patterns. The Golden Bead Material is a three dimensional representation of place value. It uses single beads to represent units, ten beads on a wire to represent tens, 10 ten bars wired together in a square to represent hundreds, and 10 hundred squares stacked and held together in a cube to represent thousands. The Stamp Game uses color-keyed "stamps" to represent the decimal system. Green stamps represent units and thousands, blue stamps represent tens, and red stamps represent hundreds. Place value is written on each stamp. The Dot Game uses the same color coding system on a board divided into 5 columns. Each column has 25 rows of 10 small squares. The dot game reinforces the concept of exchanging tens in addition. The Small and Large Bead Frames are color-coded abacuses. The Racks and Tubes are used for division. They contain 700 color-coded beads sorted in tubes with ten each. The beads are used to represent the dividend. Color-coded boards with indentation to hold the beads are used to hold the quotient. The divisor is created with color coded skittles. The Wooden Hierarchical Material is a large three-dimensional representation of place value to one million. It uses the same color coding system. The Checkerboard is a rectangular board with four horizontal rows, each row containing color-coded nine squares. The Bank Game is a set of cards to 9,000,000 in the hierarchical colors. The Golden Bead Frame is an abacus is made of golden beads. The Peg Board is a board with thirty holes vertically and thirty holes horizontally. Colored pegs use the same color coding system- green for units, blue for tens, red for 100. Color-coded skittles are also used with the pegboard. The Fraction Insets, Divided Square Material, and Equivalency Insets are used in the study of fraction equivalence and operations on fractions. The Decimal Material is laid out in columns to represent place values less than one unit. The Constructive Triangle Boxes are a set of boxes holding various triangles color-coded to encourage exploration of geometric forms created by combining triangles. The Geometry Cabinet has six drawers containing wooden figures to represent plane-closed figures. The Geometry Sticks consist of sticks of several sizes and colors that can be fixed to a cork board to aid in the study of geometric figures such as lines and angles. The Geometric Solids consist of nine different wooden forms painted blue. The Yellow Area Material uses flat yellow quadrilaterals to encourage exploration of the concept of area. The Volume Material is a series of containers and cubes used to explore volume. The Binomial, Trinomial and Arithmetic Cubes contain colored cubes and prisms used in the preschool to refine the visual sense and discrimination of form. In the elementary a series of exercises leads students to discovery of the algebraic formulas. The Numerical Decanomial helps in the memorization of multiplication tables, and is a preparation for squares, cubes and square and cube roots . VSC and Montessori Upper Elementary Math Curriculum Alignment Table of Contents Grade 4Grade 5 Grade 6VSC 1.0Algebra, Patterns, and FunctionsVSC 1.0Algebra, Patterns, and FunctionsVSC 1.0Algebra, Patterns, and Functions1.A.1.aPage 151.A.1.aPage 151.A.1.aPage 151.A.1.b151.A.1.b151.A.1.b151.A.1.c161.A.1.c161.A.1.c161.A.1.d161.A.1.d161.A.1.d161.A.2.a171.A.2.b171.A.2.c181.B.1.a181.B.1.a181.B.1.a181.B.1.b181.B.1.b181.B.1.b181.B.1.c191.B.1.c191.B.1.d191.B.2.a191.B.2.a191.B.2.a191.B.2.b211.B.2.b211.B.2.b211.B.2.c211.B.2.d211.B.2.e221.C.1.a231.C.1.a231.C.1.a231.C.1.b241.C.1.b241.C.1.b241.C.1.c261.C.2.a251.C.2.b25 Grade 4 Grade 5Grade 6VSC 2.0GeometryVSC 2.0GeometryVSC 2.0Geometry 2.A.1.a262.A.1.a262.A.1.a262.A.1.b262.A.1.b262.A.1.b262.A.1.c272.A.1.c272.A.1.c272.A.2.a282.A.2.a282.A.2.b282.A.2.b282.A.2.c282.A.2.d292.B.1.a292.B.1.a292.B.1.b302.B.1.b302.B.2.a312.B.2.a312.C.1.a2.C.1.a322.C.1.a322.C.1.b332.C.1.c332.D.1.a342.D.1.a342.D.1.a342.E.1.a352.E.1.a352.E.1.a35 Grade 4 Grade 5Grade 6VSC 3.0MeasurementVSC 3.0MeasurementVSC 3.0Measurement3.A.1.a363.A.1.a363.A.1.b373.A.1.b373.A.1.c373.B.1.a383.B.1.a383.B.1.a383.B.2393.B.2.a393.B.2393.C.1.a403.C.1.a403.C.1.a403.C.1.b413.C.1.b413.C.1.b413.C.1.c413.C.1.c413.C.1.c413.C.1.d423.C.1.d423.C.1.e423.C.2.a423.C.2.a423.C.2.b433.C.2.b433.C.2.c44 Grade 4 Grade 5Grade 6VSC 4.0StatisticsVSC 4.0StatisticsVSC 4.0Statistics4.A.1.a454.A.1.a454.A.1.a454.A.1.b454.A.1.b454.A.1.b454.A.1.c464.A.1.c464.A.1.d464.A.1.e474.A.1.f484.B.1.a484.B.1.a484.B.1.a484.B.1.b494.B.1.b494.B.1.b494.B.1.c504.B.1.c504.B.1.d504.B.1.e514.B.2.a524.B.2.a524.B.2.a524.B.2.b524.B.2.b52Grade 4 Grade 5Grade 6VSC 5.0ProbabilityVSC 5.0ProbabilityVSC 5.0Probability5.A.1.a535.B.1.a545.B.1.a545.B.1.a545.B.1.b545.B.1.c555.C.1.a565.C.2565.C.3565.C.456 Grade 4Grade 5 Grade 6VSC 6.0Number Relationships and ComputationVSC 6.0Number Relationships and ComputationVSC 6.0Number Relationships and Computation6.A.1.a586.A.1.a586.A.1.a586.A.1.b596.A.1.b596.A.1.b596.A.1.c606.A.1.c606.A.1.c606.A.1.d616.A.1.d616.A.1.d616.A.1.e616.A.1.e616.A.2.a626.A.2.b626.A.2.c636.A.2.d636.A.2.e646.A.2.f646.A.2.g656.A.2.h666.A.3.a676.A.3.b676.B.1.a686.B.1.a686.B.1.a686.B.1.b696.B.1.b696.B.1.c696.B.1.c696.B.1.d706.C.1.a716.C.1.a716.C.1.a716.C.1.b726.C.1.b726.C.1.b726.C.1.c736.C.1.c736.C.1.c736.C.1.d746.C.1.d746.C.1.d746.C.1.e756.C.1.e756.C.1.e756.C.1.f766.C.1.f766.C.1.f766.C.1.g776.C.1.g776.C.1.h786.C.2.a796.C.2.a796.C.2.a796.C.2.b796.C.2.b796.C.2.c806.C.3.a806.C.3.b82 Grade 4Grade 5 Grade 6VSC 7.0Processes of MathematicsVSC 7.0Processes of MathematicsVSC 7.0Processes of Mathematics7.A.1.a827.A.1.a827.A.1.a827.A.1.b827.A.1.b827.A.1.b827.A.1.c827.A.1.c827.A.1.c827.A.1.d837.A.1.d837.A.1.d837.A.1.e837.A.1.e837.A.1.e837.A.1.f837.A.1.f837.A.1.f837.A.1.g847.A.1.g847.A.1.g847.A.1.h847.A.1.h847.A.1.h847.B.1.a857.B.1.a857.B.1.a857.B.1.b857.B.1.b857.B.1.b857.B.1.c857.B.1.c857.B.1.c857.B.1.d867.B.1.d867.B.1.d867.C.1.a877.C.1.a877.C.1.a877.C.1.b877.C.1.b877.C.1.b877.C.1.c877.C.1.c877.C.1.c877.C.1.d887.C.1.d887.C.1.d887.C.1.e897.C.1.e897.C.1.e897.C.1.f897.C.1.f897.C.1.f897.C.1.g897.C.1.g897.C.1.g897.C.1.h897.C.1.h897.C.1.h897.D.1.a907.D.1.a907.D.1.a907.D.1.b907.D.1.b907.D.1.b907.D.1.c917.D.1.c917.D.1.c917.D.1.d927.D.1.d927.D.1.d92 Montessori Upper Elementary Mathematics Quarterly Overview for 4th, 5th, and 6th Grade Students First QuarterSecond QuarterThird QuarterFourth Quarter Statistics (All Indicators) Algebra: Patterns and Functions Expressions / Order of Operations Coordinate Grids Number Concepts: Whole Number Place Value Whole Number Operations Integers and Exponents (6th Grade) Divisibility Factors and Multiples Processes: All Indicators Algebra: Equations and Inequalities Geometry: Nomenclature (lines, angles, and polygons) Congruence and Similarity Transformations Analyzing Quadrilaterals, Triangles, and Circles Measurement: Length (Standard and Metric) Degrees of an Angle Numbers: Analyze Fractions Equivalent Forms Fraction Operations (+,-,x) Processes: All Indicators Probability (All Indicators) Measurement: Weight and Capacity (Standard and Metric) Applications of Formulas (Area, Perimeter, Volume) Composite Figures Time Number Concepts: Decimal Place Value Decimal Operations Equivalent Forms Money Percent Processes: All Indicators Accelerated Curriculum with Extended Assessment Limits: Number Concepts: Whole Number Operations Fraction Operations Decimal Operations Integers Operations Ratios and Scale Models Geometry: Analyze Circles Measurement: Use Measurement Tools Apply Measurement Formulas (Surface Area, Volume) Processes: All Indicators Montessori Math and the Maryland Voluntary State Curriculum This sequence has been kept as closely aligned to the Montessori math curriculum as possible, but adjustments have been made based on the indicators tested quarterly in Prince George’s County Public Schools. If teachers systematically incorporate these indicators into their presentations and discussions, students will be comfortable with quarterly benchmark tests and the Maryland School Assessment (MSA). The Montessori Math Lessons are designed to be presented individually or in small groups. Each presentation isolates one learning objective. Where students begin in the sequence, and how quickly they progress, depends on the developmental needs of each individual student. The teacher observes and responds to each individual child’s learning needs. Grade level expectations are intended to be used only as an aid to planning. Teachers will use their Montessori curriculum albums as their primary guides, and each student will progress at his or her own unique and appropriate pace. Montessori Upper Elementary Math Curriculum Alignment VSC-Mathematics-Standard 1.0 Knowledge of Algebra, Patterns, and Functions: Students will algebraically represent,  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/model.html',200,500)" model, analyze, or solve mathematical or real-world problems involving  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns or functional relationships. Grade 4Grade 5Grade 6Topic 1.A.  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" Patterns and FunctionsTopic 1.A.  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" Patterns and FunctionsTopic 1.A.  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" Patterns and Functions1.A.1. Identify, describe, extend, and create numeric  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns and functionsQuarter 11.A.1. Identify, describe, extend, and create numeric  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns and functionsQuarter 11.A.1 Identify, describe, extend, and create numeric  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns and functionsQuarter 1a. Represent and analyze numeric  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns using skip counting Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns of 3, 4, 6, 7, 8, or 9 starting with any whole number (0 – 100)Montessori Lessons: Short and Long Bead Chains, Bead Bars, Flash Cards, Multiplication Charts Albanesi Cards: 9.A -K 10.A –G POW (06-07): Week 1 SFAW 2-9; TE 1 DIS: M-35; p. 69-70, 127 SFAW 2-10 / 2-11; TE 1 DIS: M-15; p. 29-30, 107 DIS: J-18; p. 35-36, 100 MSA Finish Line: Pages 8-11a. Interpret and write a rule for a one-operation (+, -, x, ÷ with no remainders)  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function table Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers or decimals with no more than 2 decimal places (0 – 1000)Montessori Materials: Command Cards SFAW: 2-14; TE 1 DIS: J-8; p. 15-16, 90 MSA Finish Line: Pages 8-11a. Identify and describe sequences represented by a physical  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/model.html',200,500)" model or in a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function table Montessori Lessons: Short and Long Bead Chains, Bead Bars; Student Created Models Glencoe: 7-6, 7-6ab. Create a one-operation (+ or -)  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function table to solve a real world problem Montessori Lessons: Word Problem Cards b. Create a one-operation (x, ÷ with no remainders)  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function table to solve a real world problem Montessori Lessons: Word Problem Cards SFAW: 3-15; TE 1 b. Interpret and write a rule for one-operation (+, -, x, ÷ )  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function table Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers or decimals with no more than two decimal places (0 – 10,000) Montessori Lessons: Word Problem Cards GLencoe: 9-6a, 9-6Grade 4Grade 5Grade 6c. Complete a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function table using a one operation (+, -, ×, ÷ with no remainders) rule Assessment Limit: Use operational symbols (+, -, x) and whole numbers (0-200)Montessori Materials: Command Cards SFAW 3-13; TE 1 DIS: J-13; p. 25-26, 95 c. Complete a one-operation  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function table Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers with +, -, x, ÷ (with no remainders) or use decimals with no more than two decimal places with +, - (0 – 200)Montessori Materials: Command Cards POW (06-07): Week 3 SFAW: 2-14; TE 1 DIS: J-8; p. 15-16, 90 c. Complete a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function table with a given two-operation rule Assessment limit: Use the operations of (+, -, x), numbers no more than 10 in the rule, and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 - 50)Montessori Materials: Command Cards MSA Finish Line: Pages 8-11 d. Describe the relationship that generates a one-operation rule Montessori Materials: Command Cards d. Apply a given two operation rule for a pattern Assessment limit: Use two operations (+, -, x) and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 100)Montessori Materials: Command Cards POW (06-07): Week 4 SFAW: 3-15; TE 1 MSA Finish Line: Pages 12-151.A. 2. Identify, describe, extend, analyze, and create a non-numeric growing or repeating patternQuarter 1a. Generate a rule for the next level of the growing pattern Assessment limit: Use at least 3 levels but no more than 5 levelsMontessori Materials: Command Cards; Student Created Models POW (06-07): Week 2 MSA Finish Line: Pages 12-15  Grade 4Grade 5Grade 6b. Generate a rule for a repeating pattern Assessment limit: Use no more than 4 objects in the core of the patternMontessori Materials: Command Cards; Student Created Models MSA Finish Line: Pages 12-15c. Create a non-numeric growing or repeating patternMontessori Materials: Command Cards; Student Created Models Grade 4Grade 5Grade 6Topic 1.B. Expressions, Equations, and InequalitiesTopic 1. B. Expressions, Equations, and InequalitiesTopic 1. B. Expressions, Equations, and Inequalities1.B.1 Write and identify expressionsQuarter 11.B.1 Write and identify expressionsQuarter 11.B.1 Write and evaluate expressionsQuarter 1a. Represent numeric quantities using operational symbols (+, -, ×, ÷ with no remainders) Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 100)Montessori Lessons: Word Problem Cards; Math Vocabulary Card Set; Chart for four basic operations; Problem Solving Sequence SFAW 2-12; TE 1 DIS: J-18; p. 35-36, 100 SFAW 3-13 / 3-14; TE 1 DIS: J-20; p. 39-40, 102 DIS: J-21; p. 41-42, 103a. Represent unknown quantities with one unknown and one operation (+, -, ×, ÷ with no remainders) Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 100) or money ($0 - $100)Montessori Lessons: Word Problem Cards; Math Vocabulary Card Set; Chart for four basic operations; Problem Solving Sequence SFAW: 2-12; TE 1a. Write an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/algebraic_expression.html',200,500)" algebraic expression to represent unknown quantities Assessment limit: Use one unknown and one operation (+, -) with  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers, fractions with denominators as factors of 24, or decimals with no more than two decimal places (0-200)Montessori Lessons: Word Problem Cards; Math Vocabulary Card Set; Chart for four basic operations; Problem Solving Sequence Glencoe: 1-1 / 1-6 PGCPS 6th CFPG: Supplemental Lesson 1b. Determine  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equivalent.html',200,500)" equivalent expressions Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 100)Montessori Materials: Math Fact Families; Bead Bars SFAW 2-13; TE 1 DIS: J-19; 37-38, 101 MSA Finish Line: Pages 16-19 b. Determine the value of algebraic expressions with one unknown and one operation Assessment limit: Use +, - with  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0-1000) or ×, ÷ (with no remainders) with  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0-100) and the number for the unknown is no more than 9Montessori Materials: Math Fact Families; Bead Bars POW (06-07): Week 22 SFAW: 2-13; TE 1 MSA Finish Line: Pages 16-19b. Evaluate an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/algebraic_expression.html',200,500)" algebraic expression Assessment limit: Use one unknown and one operation (+, -) with  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 200), fractions with denominators as factors of 24 (0 – 50), or decimals with no more than two decimal places (0 – 50) Montessori Materials: Math Fact Families; Bead Bars Albanesi Cards: 72.A-G Glencoe: 1-6, 1-7 MSA Finish Line: Pages12-15 VSC-Mathematics-Standard 1.0 Knowledge of Algebra, Patterns, and Functions: Students will algebraically represent,  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/model.html',200,500)" model, analyze, or solve mathematical or real-world problems involving  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns or functional relationships. Grade 4Grade 5Grade 6 c. Use parenthesis to evaluate a numeric expressionFourth Quarter Accelerated Curriculum Montessori Materials: Command Cards POW (06-07) Week 35 SFAW: 3-13 and 3-16; TE 1 DIS: J-23; p. 45-46,105 c. Evaluate numeric expressions using the order of operations Assessment limit: Use no more than 4 operations (+, -, x, ÷ with no remainders) with or without 1 set of parentheses or a division bar and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0-100)Montessori Lessons: Integers POW (06-07) Week 2 Glencoe: 1-5, 9-1 MSA Finish Line: Pages 16-19d. Represent algebraic expressions using physical models,  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/manipulatives.html',200,500)" manipulatives, and drawingsMontessori Materials: Command Cards, Student Created Models 1.B.2. Identify, write, solve, and apply equations and inequalitiesQuarter 21.B.2. Identify, write, solve, and apply equations and inequalitiesQuarter 21.B.2. Identify, write, solve, and apply equations and inequalitiesQuarter 2Grade 4Grade 5Grade 6a. Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, ×, ÷) on either side Assessment limit: Use operational symbols (+, -, ×) and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 200)Montessori Lessons: Word Problem Cards; Math Vocabulary Card Set / Chart for four basic operations; Problem Solving Sequence POW (06-07): Week 31 SFAW 12-1; TE 4 DIS: J-10; p. 19-20, 92 SFAW 12-2; TE 4 DIS: J-11; p. 21-22, 93 SFAW 12-3; TE 4 DIS: J-12; p. 23-24, 94a. Represent relationships by using the appropriate relational symbols (>, <, =) and one operational symbol (+, -, ×, ÷ with no remainders) on either side Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 400)Montessori Lessons: Word Problem Cards; Math Vocabulary Card Set / Chart for four basic operations; Problem Solving Sequence SFAW: 3-15; TE 1 Reasoning and Problem Solving DIS: J-13; p. 25-26, 95 SFAW: 3-15; TE 1 Extend lesson to reach limit SFAW: 12-2; TE 4 (Teacher will need to include inequalities.) a. Identify and write equations and inequalities to represent relationships Assessment limit: Use a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/variable.html',200,500)" variable, the appropriate relational symbols (>, <, =), and one operational symbol (+, -, ×, ÷) on either side and use fractions with denominators as factors of 24 (0 – 50) or decimals with no more than two decimal places (0 – 200)Montessori Lessons: Word Problem Cards; Math Vocabulary Card Set / Chart for four basic operations; Problem Solving Sequence Glencoe: 9-1 Grade 4  Grade 5 Grade 6b. Find the unknown in an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation with one operation Assessment limit: Use multiplication (×) and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0-81)Montessori Lessons: Euclids’s Laws/Balancing Equations; Word Problem Cards SFAW 3-15; TE 1 MSA Finish Line: Pages 20-23 b. Find the unknown in an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation use one operation (+, -, ×, ÷ with no remainders) Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 2000)Montessori Lessons: Euclids’s Laws/Balancing Equations; Word Problem Cards SFAW: 2-12; TE 1 DIS: J-13; p. 25-26, 95 SFAW: 2-15, TE 1 DIS: J-21; p. 41-42, 1 MSA Finish Line: Pages 20-23 Fourth Quarter Accelerated Curriculum: POW (06-07): Week 36 SFAW: 12-2; TE 4 DIS J-25; pg. 49-50,107 SFAW: 12-3; TE 4 DIS J-26; pg 51-52, 108 (Include decimal examples.)b. Determine the unknown in a linear  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation Assessment limit: Use one operation (+, -, ×, ÷ with no remainders) and use positive whole number coefficients using decimals with no more than two decimal places (0 – 100)Montessori Lessons: Euclids’s Laws/Balancing Equations; Word Problem Cards Albanesi Cards: 41.A-D Glencoe: 9-2, 9-2a, 9-3, 9-4, 9-4b MSA Finish Line: Pages 20-23 Fourth Quarter Accelerated Curriculum: Montessori Binomial and Trinomial Squares and Cubes Albanesi Cards: 41.E; 44.A-H; 45.A-E; 47.A-B Solving Two-Step Equations: POW (06-07): Week 34 Glencoe: 9-5, 9-5bc. Solve for the unknown in a one-step  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/inequality.html',200,500)" inequalityMontessori Lessons: Euclids’s Laws/Balancing Equations; Word Problem Cards d. Identify or  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/graph.html',200,500)" graph solutions of a one-step  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/inequality.html',200,500)" inequality on a number line.Montessori Lessons: Euclids’s Laws/Balancing Equations; Word Problem Cards e. Apply given formulas to a problem solving situationMontessori Lessons: Euclids’s Laws/Balancing Equations; Word Problem Cards  VSC-Mathematics-Standard 1.0 Knowledge of Algebra, Patterns, and Functions: Students will algebraically represent,  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/model.html',200,500)" model, analyze, or solve mathematical or real-world problems involving  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns or functional relationships. Grade 4Grade 5Grade 6Topic1.C. Numeric and Graphic  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/representations.html',200,500)" Representations of RelationshipsTopic 1.C. Numeric and Graphic  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/representations.html',200,500)" Representations of RelationshipsTopic 1.C. Numeric and Graphic  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/representations.html',200,500)" Representations of Relationships1.C.1 Locate points on a number line and in a coordinate gridQuarter 1 – 1.C.1.b and c Quarter 2- 1.C.1.a1.C.1. Locate points on a number line and in a coordinate gridQuarter 1 – 1.C.1.b Quarter 2- 1.C.1.a1.C1. Locate points on a number line and in a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/coordinate_plane.html',200,500)" coordinate planeQuarter 1a. Represent mixed numbers and proper fractions on a number line Assessment limit: Use proper fractions with a denominators of 6, 8, or 10Montessori Materials: History of Numbers; Classification of Numbers POW (06-07): Week 17 SFAW 10-4; TE 4 DIS: H-29; p. 57-58, 115 a. Represent decimals and mixed numbers on a number line Assessment limit: Use decimals with no more than two decimal places (0 – 100) or mixed numbers with denominators of 2, 3, 4, 5, 6, 8, or 10 (0 - 10) Montessori Materials: History of Numbers; Classification of Numbers SFAW: 7-5; TE 3 DIS: H-23 p. 45-46, 109 SFAW: 7-14; TE 3 Fourth Quarter Accelerated Curriculum: Use integers -20 to 20. POW(06-07): Week 37, 38a. Represent rational numbers on a number line Assessment limit: Use integers (-20 to 20)Montessori Materials: History of Numbers; Classification of Numbers; Negative Snake Game; Integers Lessons; Social Studies Cross-Curricular Lesson: BC/CE Timeline Albanesi Cards: 38.A – K; 39.A – C; 42.A- H; 46.A – B Glencoe: 8-1 VSC-Mathematics-Standard 1.0 Knowledge of Algebra, Patterns, and Functions: Students will algebraically represent,  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/model.html',200,500)" model, analyze, or solve mathematical or real-world problems involving  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns or functional relationships. Grade 4Grade 5Grade 6b. Identify positions in a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/coordinate_plane.html',200,500)" coordinate plane Assessment limit: Use the first quadrant and ordered pairs of  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 - 20) Montessori Lessons: Integrated Lessons in Science and Geography (latitude and longitude) Albanesi Cards: 101.D – I SFAW 4-9; TE 2 DIS: L-4; p. 7-8, 66 MSA Finish Line: Pages 24-27b. Create a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/graph.html',200,500)" graph in a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/coordinate_plane.html',200,500)" coordinate plane Assessment limit: Use the first quadrant and ordered pairs of  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 50)Montessori Lessons: Integrated Lessons in Science and Geography (latitude and longitude) Albanesi Cards: 25.J – O POW (06-07): Week 2 SFAW: 3-14 MSA Finish Line: Pages 24-27 Fourth Quarter Accelerated Curriculum: Introduce coordinate grid with four quadrants. SFAW: 12-9; TE 4b.  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/graph.html',200,500)" Graph ordered pairs in a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/coordinate_plane.html',200,500)" coordinate plane. Assessment limit: Use no more than 3 ordered pairs of integers (-20 to 20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10 to 10) Montessori Lessons: Integrated Lessons in Science and Geography (latitude and longitude) Glencoe: 8-6 MSA Finish Line: Pages 24-27 Fourth Quarter Accelerated Curriculum: Glencoe: 9-5, 9-7 c. Represent decimals on a number line Fourth Quarter Accelerated Curriculum Montessori Lessons: Command Cards SFAW 7-14, TE 3c.  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/graph.html',200,500)" Graph linear data from a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/function.html',200,500)" function tableFourth Quarter Accelerated Curriculum: Montessori Lessons: Story Problems; Command Cards Albanesi Cards: 41.A-D Glencoe: 9-5, 9-7 POW: Week 26 1.C.2. Analyze linear relationshipsQuarter 1 VSC-Mathematics-Standard 1.0 Knowledge of Algebra, Patterns, and Functions: Students will algebraically represent,  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/model.html',200,500)" model, analyze, or solve mathematical or real-world problems involving  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/patterns.html',200,500)" patterns or functional relationships. Grade 4Grade 5Grade 6a. Identify and describe the change represented in a  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/graph.html',200,500)" graph Assessment limit: Identify increase, decrease, or no changeMontessori Lessons: Student Surveys, Student Created Graphs, Integrated Lessons in Science Glencoe: 2-8 MSA Finish Line: Pages 28-31b. Translate the  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/graph.html',200,500)" graph of a linear relationship onto a table of values that illustrates the type of changeMontessori Lessons: Student Surveys, Student Created Graphs, Integrated Lessons in Science QUARTER 2 REVIEW MSA Finish Line of Algebra, Patterns, and Functions: Pages 7, 28-30QUARTER 2 REVIEW MSA Finish Line of Algebra, Patterns, and Functions: Pages 7, 28-30QUARTER 2 REVIEW MSA Finish Line of Algebra, Patterns, and Functions: Pages 7, 32-34 VSC-Mathematics-Standard 2.0 Knowledge of Geometry: Students will apply the properties of one-, two-, or  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/three_dimensional.html',200,500)" three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects Grade 4Grade 5Grade 6Topic 2.A. Plane Geometric FiguresTopic2. A. Plane Geometric FiguresTopic 2.A. Plane Geometric Figures2.A.1. Analyze the properties of plane geometric figuresQuarter 22.A.1. Analyze the properties of plane geometric figuresQuarter 22.A.1. Analyze the properties of plane geometric figuresQuarter 2a. Identify properties of angles using  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/manipulatives.html',200,500)" manipulative and pictures Montessori Lessons: Geometry Nomenclature Cards: Three Period Lessons; Angle Search in the Classroom / Angle Search in Yarn Webs; Geometric Stick Box SFAW 8-3; TE 3 DIS: K-46; p. 91-92, 160a. Identify and describe relationships of lines and line segments in geometric figures or pictures Assessment limit: Use parallel or perpendicular lines and line segmentsMontessori Lessons: Geometry Nomenclature Cards: Three Period Lessons; Line Treasure Hunt in Classroom / Yarn Webs; Geometric Stick Box POW (06-07): Week 8 SFAW 6-1; TE 2 DIS: K-46; p. 91-92, 160a. Identify, describe, and label points, lines, rays, line segments, vertices, angles, and planes using correct symbolic notation Montessori Lessons: Geometry Nomenclature Cards; Geometric Stick Box; Drawing and labeling points, lines, rays, vertices, and angles using rulers and protractors. Glencoe: 13-1, 13-2b. Identify, compare, classify, and describe angles in relationship to another angle Assessment limit: Use acute, right, or obtuse anglesMontessori Lessons: Geometry Nomenclature Cards; Geometric Stick Box POW (06-07): Week 10 SFAW 8-4; TE 3 DIS: K-41, K-42; p. 81-84, 155-156 MSA Finish Line: Pages 32-35b. Identify polygons within a composite figure Assessment limit: Use polygons with no more than 8 sides as part of a composite figure comprised of triangles or quadrilateralsMontessori Lessons: Geometry Nomenclature Cards; Constructive Triangles; Geometric Cabinet SFAW 6-6; TE 2 DIS: K-5; p.101-102, 165 MSA Finish Line: Pages 32-35b. Identify and describe line segments Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/diagonal.html',200,500)" diagonal line segmentsMontessori Lessons: Geometry Nomenclature Cards Glencoe: 13-3a MSA Finish Line: Pages 36-39  VSC-Mathematics-Standard 2.0 Knowledge of Geometry: Students will apply the properties of one-, two-, or  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/three_dimensional.html',200,500)" three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects Grade 4Grade 5Grade 6c. Identify parallel and intersecting line segments Montessori Lessons: Geometry Nomenclature Cards; Geometric Stick Box SFAW 8-3; TE 3c. Identify and describe the radius and diameter of a circle Montessori Lessons: Geometry Nomenclature Cards; Circle Search in the Classroom; Linear Parts of a Circle; Stick Box c. Identify and describe the parts of a circle Assessment limit: Use radius, diameter, or Montessori Lessons: Geometry Nomenclature Cards; Parts of a Circle Chart; Concentric Circles; Linear Parts of a Circle: Red Fraction Inset Material Fourth Quarter Accelerated Curriculum: Parts of a circle. Montessori Lessons: Geometry Nomenclature Cards; Circle Search in the Classroom; Linear Parts of a Circle POW (06-07): Week 38 SFAW 8-5MSA Finish Line: Pages 32-33 HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/circumference.html',200,500)" circumferenceGlencoe: 4-6 PGCPS 6th CFPG: Supplemental Lesson 22.A.2. Analyze geometric relationshipsQuarter 22.A.2. Analyze geometric RelationshipsQuarter 2 VSC-Mathematics-Standard 2.0 Knowledge of Geometry: Students will apply the properties of one-, two-, or  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/three_dimensional.html',200,500)" three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects Grade 4Grade 5Grade 6a. Compare and classify quadrilaterals by length of sides and types of angles (Include the angle symbol , =) and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 - 1,000,000)Montessori Lessons: Golden Beads, Wooden Hierarchical Material, Long Bead Frame, Infinity Street, Golden Mat with Bead Bars SFAW 1-5, TE 1 DIS: F-12, pg. 23-24, 90 MSA Finish Line: Pages 100-103d. Compare or order fractions with or without using the symbols (<, >, or =) Assessment limit: Use no more than 4 fractions or mixed numbers with denominators that are factors of 100 and numbers (0 – 100)Montessori Lessons: Red Fraction Materials, Student Created Models, Finding Common Denominators Albanesi Cards: 93.A-G; 109.J-L; 1.O-Q; 31.A-E POW (06-07): Week 11 SFAW 7-12, TE 3 DIS: H-20, pg. 39-40, 106 SFAW 7-13, TE 3 SFAW 7-14, TE 3 Include inequalities: <, >, =d. Compare and order fractions, decimals alone or mixed together, with and without relational symbols (<, >, =) Assessment limit: Include no more than 4 fractions with denominators with factors of 100 or decimals with up to 2 decimal places (0 – 100)Montessori Lessons: Paper and Pencil Lessons in Abstract Problem Solving Albanesi Cards: 93.D-G; 104.G; 109.J-L; 110.C; 118.A; 1-O-Q; 5.D; 31.A-E, 51.H POW (06-07): Week 5,8,9 Glencoe: 3-1 and 3-2 Glencoe: 5-4, 5-5 MSA Finish Line: Pages 124-127e. Compare, order, and describe decimals with or without using the symbols (<, >, or =) Assessment limit: Use no more than 4 decimals with no more than 3 decimal places and numbers (0 – 100)Montessori Lessons: Decimal Board with Cubes Albanesi Cards: 104.G; 110.C; 118.A; 5.D; 51.H POW (06-07): Week 18 SFAW 1-4, TE 1 MSA Finish Line: Pages 132-135e. Compare and order integers Montessori Lessons: Integers Lessons, Positive and Negative Numbers Board Albanesi Cards: 42.A VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 66.A.2. Apply knowledge of fractions and decimalsQuarter 2 – 6.A.2.a,b,d,g Quarter 3- 6.A.2.e,f,ha. Read, write, and represent proper fractions of a single region using symbols, words, and models Assessment limit: Use denominators 6, 8, and 10Montessori Lessons: Red Fraction Materials Albanesi Cards: 1.A,B,D,F POW (06-07): Week 13 SFAW 9-1, TE 3 DIS H-12, pg. 23-24, 99 b. Read, write, or represent proper fractions of a set which has the same number of items as the denominator using symbols, words, and models Assessment limit: Use denominators of 6, 8, and 10 with sets of 6, 8, and 10, respectivelyMontessori Lessons: Story Problem Cards, Student Created Classroom Models Albanesi Cards 93.A-C POW (06-07): Week 13 SFAW 9-2, TE 3 DIS H-14, pg. 27-28, 101 MSA Finish Line: Pages 104-107 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6c. Find  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equivalent.html',200,500)" equivalent fractions Fourth Quarter Accelerated Curriculum: Montessori Lessons: Red Fraction Materials Albanesi Cards: 100.A-C 3.G-S POW (06-07): Week 34 SFAW 9-6, TE 3 DIS: H-20, pg. 39-40, 104 SFAW 9-7, TE 3 DIS: H-17, pg. 33-34, 103d. Read, write, and represent mixed numbers using symbols, words, and models Montessori Lessons: Red Fraction Materials Albanesi Cards: 16.A-J POW (06-07): Week 15 SFAW 9-10, TE 3 DIS: H-15, pg. 29-30, 101 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6e. Read, write, and represent decimals using symbols, words and models Assessment limit: Use no more than 2 decimal places and numbers (0-100)Montessori Lessons: Decimal Board with Cubes Albanesi Cards: 104.A-G 5.A-C, and 5.E-H SFAW 11-1, TE 4 DIS: I-4, pg. 7-8, 96 Fourth Quarter Accelerated Curriculum Expand to 3 decimal places DIS I-5, pg. 9-10, 97 f. Express decimals in expanded form Assessment limit: Use no more than 2 decimal places and numbers (0-100)Montessori Lessons: Decimal Board with Cubes POW (06-07): Week 23 SFAW 11-2, TE 4 DIS: I-4, pg. 7-8, 96 MSA Finish Line: Pages 112-115 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6g. Compare and order fractions and mixed numbers with or without using the symbols (<, >, or =) Assessment limit: Use like denominators and no more than 3 numbers (0-20)Montessori Lessons: Red Fraction Materials Albanesi Cards: 93.D-E 1.O-Q SFAW 9-8, TE 3 DIS: H-19, pg. 37-38, 105 SFAW, 9-11, TE 3 DIS: H-20, pg. 39-40, 106 MSA Finish Line: Pages 108-111 Fourth Quarter Accelerated Curriculum: Expand to include unlike denominators. POW (06-07): Week 35 SFAW 9-9, TE 3 DIS: H-20, pg. 39-40, 104 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6h. Compare, order, and describe decimals with or without using the symbols (<, >, or =) Assessment limit: Use no more than 3 decimals with no more than 2 decimal places and numbers (0 – 100)Montessori Lessons: Decimal Board with Cubes Albanesi Cards: 104.G, 110.C, 118.A, 5.D, 51.H POW (06-07): Week 23 SFAW 11-3, TE 4 DIS: I-7, pg. 13-14, 99 MSA Finish Line: Pages 116-119 Fourth Quarter Accelerated Curriculum: Expand to 3 decimal places and 4 decimals. POW (06-07): Week 37 DIS I-8, pg 15-16, 100 6.A.3. Apply knowledge of moneyQuarter 3 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6a. Compare the value of sets of mixed currency Assessment limit: Use 2 sets of mixed currency and money ($0 - $100)Montessori Lessons: Currency Flash Cards, Cash Box Albanesi Cards: 21.A-E SFAW 1-10, TE 1 DIS: F-1, pg. 1-2, 79 MSA Finish Line: Pages 120-123 b. Determine the change from $100 Montessori Lessons: Currency Flash Cards, Cash Box, Practical Life: Shopping from menus or catalogs, Story Problem Cards POW (06-07): Week 22 SFAW 1-11, TE 1 DIS: F-2, pg. 3-4, 80 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6Topic 6.B. Number TheoryTopic 6.B. Number TheoryTopic 6.B. Number Theory6.B.1. Apply number relationshipsQuarter 16.B.1. Apply number relationshipsQuarter 16.B.1. Apply number relationshipsQuarter 1a. Identify and use divisibility rules Assessment limit: Use the rules for 2, 5, or 10 with  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 1000)Montessori Lessons: Factoring on the Pegboard, Flash Cards, Multiplication Chart, Exploration with the Unit Division Board Albanesi Cards: 94.A-B, and G-H 2.A,B,F POW (06-07): Week 8 SFAW 7-11, TE 3 DIS: H-1, pg. 1-2, 87 a. Identify or describe numbers as prime or composite Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 100)Montessori Lessons: Pegboard, Paper and Pencil Lessons in Abstract Problem Solving Albanesi Cards: 98.A-1; 14.A-H SFAW 3-11, TE 1 DIS: H-3, pg. 5-6, 89a. Determine prime factorizations for  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers and express them using  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/exponential_form.html',200,500)" exponential form Montessori Lessons: Pegboard, Paper and Pencil Lessons in Abstract Problem Solving Albanesi Cards: See fifth grade list, and 63.A-E; 79, A-D POW (06-07): Week 6 Glencoe: 1-2 and 1-3  VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6b. Identify factors Assessment limit: Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 24)Montessori Lessons: Factoring on the Pegboard, Flash Cards, Multiplication Chart Albanesi Cards: 97.A-F; 15.A-D POW (06-07): Week 14 SFAW 3-1, TE 1 DIS: G-14, pg. 27-28, 150b. Identify and use rules of divisibility Assessment limit: Use rules for 2, 3, 5, 9, or 10 and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 - 10,000)Montessori Lessons: Factoring on the Pegboard, Flash Cards, Multiplication Chart, Exploration with the Unit Division Board Albanesi Cards: 97.F; 2.A-C and E-H POW (06-07): Week 1 SFAW 3-10, TE 1 DIS: H-2, PG. 3-4, 88 MSA Finish Line: Pages 136-139c. Identify multiples Assessment limit: Use the first 5 multiples of any single digit whole numberMontessori Lessons: Long and Short Bead Chains, Flash Cards, Multiplication Chart Albanesi Cards: 96.A-F 9.A-F POW (06-07): Week 14 SFAW 3-2, TE 1 DIS G-9, pg. 17-18, 145 MSA Finish Line: Pages 124-127c. Identify the greatest common  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/factor.html',200,500)" factor Assessment limit: Use 2 numbers whose GCF is no more than 10 and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 100)Montessori Lessons: Pegboard, Prime Factor Trees, Paper and Pencil Lessons in Abstract Problem Solving Albanesi Cards: 99.A-F; 15.A-D POW (06-07): Week 11 SFAW 7-9, TE 3 DIS: H-4, pg. 7-8, 90 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6 d. Identify a common  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/multiple.html',200,500)" multiple and the least common  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/multiple.html',200,500)" multiple Assessment limit: Use no more than 4 single digit  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbersMontessori Lessons: Pegboard, Prime Factor Trees, Paper and Pencil Lessons in Abstract Problem Solving Albanesi Cards: 96.A-F; 9.H-R POW (06-07): Week 12 SFAW 8-1, TE 3 DIS: H-29, pg. 57-58, 115 MSA Finish Line: Pages 140-143REVIEW: Relationships MSA Finish Line: Pages 95, 128-130 REVIEW: Relationships MSA Finish Line: Pages 119, 144-146  REVIEW: Relationships MSA Finish Line: Pages 111, 132-134  VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6Topic 6.C. Number ComputationTopic 6.C. Number ComputationTopic 6.C. Number Computation6.C.1. Analyze number relations and computeQuarter 1 - 6.C.1.a,b,c,d Quarter 2 - 6.C.1.e Quarter 3 – 6.C.1.f,g6.C.1. Analyze number relations and computeQuarter 1 - 6.C.1.a,b,c Quarter 2 – 6.C.1.d Quarter 3 – 6.C.1.e,f,g,h6.C.1. Analyze number relations and computeQuarter 1 – 6.C.1.f Quarter 2 – 6.C.1.a,b Quarter 3 – 6.C.1.c,d,ea. Add whole numbers Assessment limit: Use up to 3 addends with no more than 4 digits in each addend and whole numbers (0 - 10,000)Montessori Lessons: Stamp Game, Golden Mat, Long Bead Frame Albanesi Cards: 95.A-D; 4.A-G; 120.A-B; 35.A-B SFAW 2-5, TE 1 DIS: F-36, 71-72, 114 SFAW 2-6, TE 1 a. Multiply whole numbers Assessment limit: Use a 3-digit factor by another factor with no more than 2-digits and whole numbers (0 - 10,000)Montessori Lessons: Checkerboard, Golden Bead Frame Albanesi Cards: 102.A-E; 106.A-G; 113.A-F; 116.A-C; 119.A; 120.C; 7.F-H; 11.A-C; 35.C SFAW 2-4, TE 1 DIS: G-59, pg. 117-118, 195 SFAW 2-8, TE 1 DIS: I-119, pg. 37-38, 111 MSA Finish Line: Pages 148-151a. Add and subtract fractions and mixed numbers and express answers in simplest form Assessment limit: Use proper fractions and denominators as factors of 60 (0–20)Montessori Lessons: Paper and pencil lessons in abstract problem solving, Review of Red Fraction Box Albanesi Cards: See fifth grade and, 100.D-E, J-M 109.C-G,M-N 49.A-G; 54.A-J; 58.A-C; 65.G-K; 77.A-F POW (06-07): Week 10,11 Glencoe: 5-2, 5-3 (Review of Simplest Form & LCM) Glencoe: 6-3, 6-4, 6-5, 6-6 MSA Finish Line: Pages 136-139 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6b. Subtract  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers Assessment limit: Use a minuend and subtrahend with no more than 4 digits in each and whole numbers (0 – 9999)Montessori Lessons: Stamp Game, Golden Mat, Long Bead Frame Albanesi Cards: 95.C; 120.A-B; POW (06-07): Week 21 SFAW 2-7, TE DIS: F-37, pg. 73-74, 115 MSA Finish Line: Pages 132-135b. Divide  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers Assessment limit: Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers (0 - 9,999)Montessori Lessons: Stamp Game, Division with Racks and Tubes Albanesi Cards: 103.A-E; 105.A-F; 111.A-G; 114.A-E; 120.E-G; 17.A-G; 35.D-G SFAW 3-7 and 3-8 SFAW 4-1, 4-2, and 4-5b. Multiply fractions and mixed numbers and express in simplest form Assessment limit: Use denominators as factors of 24 not including 24 (0 – 20)Montessori Lessons: Paper and pencil lessons in abstract problem solving, Review of Red Fraction Box Albanesi Cards: 100.F-I; 109.A-B; 3.A-F; 34.A-J; 40.A-G; 58.D-J; 77.G-R POW (06-07): Week 12, 20 Glencoe: 7-2, 7-3, 7-4 MSA Finish Line: Pages 140-143 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6c. Multiply  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers Assessment limit: Use a one 1-digit factor by up to a 3-digit factor using whole numbers (0 – 1000)Montessori Lessons: Stamp Game, Golden Mat, Long Bead Frame, Checkerboard Albanesi Cards: 102.A-E; 7.A-E; 11.A-B POW (06-07): Week 6 SFAW 5-4, TE 2 DIS G-39, pg. 77-78,175 SFAW 5-5, TE 2 SFAW 5-6, TE 2 DIS G-42, pg. 83-84,178 MSA Finish Line: Pages 136-139 Fourth Quarter Accelerated Curriculum Expand to three-digit by two-digit whole numbers. POW (06-07): Week 32 SFAW 6-1, TE 2 DIS: G-55, pg. 109-110, 191 SFAW 6-5, TE 2 DIS: G-58, pg. 115-116, 194 SFAW 6-6, TE 2 DIS: G-59, pg. 117-118, 195c. Interpret quotients and remainders mathematically and in the context of a problem Assessment limit: Use dividend with no more than a 3-digits by a 1 or 2 digit divisor and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 999)Montessori Lessons: Story Problem Cards Albanesi Cards: 97.A-E; 15.A-D SFAW 3-12 MSA Finish Line: Pages 152-155c. Multiply decimals Assessment limit: Use a decimal with no more than 3 digits multiplied by a 2-digit decimal (0 – 1000)Montessori Lessons: Decimal Checkerboard, Decimal Board, Paper and pencil lessons in abstract problem solving Albanesi Cards: 110.E-G; 117.D; 118.C-E; 21.I-J; 43.A-D;43.A-D; 5.F-J; 26.A-F; 51.A-G Glencoe: 4-1 and 4-2 MSA Finish Line: Pages 144-147 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6d. Divide  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers Assessment limit: Use up to a 3-digit dividend by a 1-digit divisor and whole numbers with no remainders (0 - 999)Montessori Lessons: Stamp Game, Division with Racks and Tubes Albanesi Cards: 91.A-K; 111.A-G; 112.A-B; 120.E; 10.A-G POW (06-07): Week 7 SFAW 7-5, TE 3 DIS G-50, pg. 99-100,186 SFAW 7-6, TE 3 DIS M-23, pg. 45-46, 115 SFAW 7-7, TE 3 DIS G-51, pg. 101-102, 187 MSA Finish Line: Pages 140-143 Fourth Quarter Accelerated Curriculum: Expand to include 4-digit dividend by 2-digit divisor, and interpret quotients and remainders in Story Problems. SFAW 7-14, TE 3 DIS: G-62, pg. 123-124, 198 POW (06-07): Week 33d. Add and subtract proper fractions and mixed numbers with answers in simplest form Assessment limit: Use denominators as factors of 24 and numbers (0 – 20)Montessori Lessons: Red Fraction Materials, Paper and pencil lessons in abstract problem solving Albanesi Cards: 93.J-M; 100.D-E; 109.M-N; 115.B-E; 1.I-9; 24.A-J; 28.A-P; 30.A-D POW (06-07): Week 13 SFAW 8-3, TE 3 DIS: H-30, pg. 59-60,116 SFAW 8-4, TE 3 DIS: H-31, pg. 61-62, 117 SFAW 8-5, TE 3 DIS: H-32, pg. 63-64, 118 MSA Finish Line: Pages 156-159 Fourth Quarter Accelerated Curriculum: Multiply fractions and mixed-numbers and express in simplest form. POW (06-07): Week 32 SFAW 8-11, TE 3 DIS: H-38, pg. 75-76, 124 SFAW 8-12, TE 3 DIS, H-39, pg. 77-78, 125 SFAW 8-13, TE 3 DIS: H-40, pg. 79-80, 126d. Divide decimals Assessment limit: Use a decimal with no more than 5 digits divided by a whole number with no more than 2 digits without annexing zeros (0 – 1000)Montessori Lessons: Decimal Cubes and Skittles, Paper and pencil lessons in abstract problem solving Albanesi Cards: 5.K-N; 21.K-M; 22.A-L; 55.A-F; 59.A-E; 61.A-H Glencoe: 4-2 MSA Finish Line: Pages 148-151VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6e. Add and subtract proper fractions and mixed numbers Assessment limit: Use 2 proper fractions with a single digit like denominators, 2 mixed numbers with single digit like denominators, or a whole number and a proper fraction with a single digit denominator and numbers (0 – 20)Montessori Lessons: Red Fraction Materials, Student Created Models Albanesi Cards: 93.J-M 100.D-E POW (06-07): Week 16 SFAW 10-2, TE 4 DIS: H-29, 57-58, 115 MSA Finish Line: Pages 144-147 Fourth Quarter Accelerated Curriculum: Extend to Unlike Denominators SFAW 10-3, TE 4 DIS H-31, pg. 61-62, 117 SFAW 10-5, TE 4 DIS H-31, 61-62, 117Montessori Lessons: Paper and pencil lessons in abstract problem solving Albanesi Cards: 109.H-I; 36.G-I; 57.E-H; 58.K-M POW (06-07): Week 28 Glencoe: 10-7 MSA Finish Line: Pages 152-155 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6f. Add 2 decimals Assessment limit: Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0 – 100)Montessori Lessons: Decimal Board with Cubes Albanesi Cards: 104.H POW (06-07): Week 24 SFAW 11-6, TE 4 DIS I-11, pg. 21-22, 103 SFAW 11-7, TE 4 SFAW 2-5, TE 1 (Money)f. Subtract decimals including money Assessment limit: Use a minuend and subtrahend with no more than 3 decimal places and numbers (0 – 1000)Montessori Lessons: Decimal Board with Cubes, Cash Box, Story Problem Cards Albanesi Cards: 110.D; 117.B-C; 118.B; 18.C-D; 21.F-H POW (06-07): Week 19 SFAW 1-13, TE 1 DIS: I-117, pg. 33-34, 109 MSA Finish Line: Pages 160-163f. Simplify numeric expressions using the properties of addition and multiplication Assessment limit: Use the  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/distributive_property.html',200,500)" distributive property to simplify numeric expressions and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 1000)Montessori Lessons: Paper and Pencil Lessons in Abstract Problem Solving POW (06-07): Week 24 Glencoe: 9-1 MSA Finish Line: Pages 128-131 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6g. Subtract decimals Assessment limit: Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0 – 100)Montessori Lessons: Decimal Board with Cubes Albanesi Cards: 104.I; 117.B-C POW (06-07): Week 24 SFAW 11-6, TE 4 DIS: I-11, pg. 21-22, 103 SFAW 11-7, TE 4 SFAW 2-7, TE 1 (Money) MSA Finish Line: Pages 148-151g. Multiply decimals Assessment limit: Use a decimal in monetary notation by a single digit whole number and numbers (0 – 100)Montessori Lessons: Decimal Checkerboard, Decimal Board with Cubes, Cash Box, Story Problem Cards Albanesi Cards: 110.E-G; 117.D; 5.F-J; 21.I-J; 43.A-D SFAW 2-9, TE 1 MSA Finish Line: Pages 164-167 Fourth Quarter Accelerated Curriculum: Multiply decimals by decimal. POW (06-07): Week 33 SFAW 2-10, 2-11, TE 1 DIS: I-121, pg. 43-46 DIS: I-123, pg. 114-115SEVENTH GRADE INDICATOR: 6.C.1.a Add subtract, multiply and divide integers. Use one operation. (-100 to 100)Fourth Quarter Accelerated Curriculum Montessori Lessons: Negative Snake Game, Integers lessons POW (06-07): Week 32, 33 Glencoe: 8-2, 8-3, 8-4, 8-5  VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6h. Divide decimals by  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers Fourth Quarter Accelerated Curriculum: (See 6th Grade 6.C.1.d for assessment limit) Montessori Lessons: Decimal Board with Cubes, Cash Box, Story Problem Cards Albanesi Cards: 110.H-J; 117.E-F; 5.K-N; 21.K-L POW (06-07): Week 34 SFAW 4-11, TE 2 DIS: I-126, pg. 51-52, 118Fourth Quarter Accelerated Curriculum: SEVENTH GRADE INDICATOR: 6.C.1.a Add integers (-100-100). SFAW 12-6 SFAW 12-9 Grade 4Grade 5Grade 66.C.2.  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/estimation.html',200,500)" EstimationQuarter 16.C.2.  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/estimation.html',200,500)" EstimationQuarter 1 – 6.C.2.b Quarter 3 6.C.2.a,c6.C.2.  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/estimation.html',200,500)" EstimationQuarter 3a. Determine the approximate sum and difference of 2 numbers Assessment limit: Use no more than 2 decimal places in each and numbers (0 – 100)Montessori Lessons: Rounding with the Golden Beads and Number Cards, Rounding on the Golden Mat, Abstract Addition and Subtraction POW (06-07): Week 24 SFAW 11-5, TE 4 DIS: I-12, pg. 23-24, 104 MSA Finish Line: Pages 152-155a. Determine the approximate sum and difference of decimals Assessment limit: Use no more than 3 addends with no more than 3 decimal places in each addend or the difference of a minuend and subtrahend with no more than 3 decimal places and numbers (0 – 1000)Montessori Lessons: Rounding on the Decimal Board, Abstract Addition and Subtraction SFAW 1-9, TE 1 DIS: I-112, pg. 23-24, 104 a. Determine the approximate products and quotients of decimals Assessment limit: Use a decimal with no more than a 3 digits multiplied by a 2-digit whole number, or the quotient of a decimal with no more than 4 digits in the dividend divided by a 2-digit whole number (0 – 1000)Montessori Lessons: Rounding on the Decimal Board, Abstract Multiplication and Division Glencoe: 3-3 MSA Finish Line: Pages 156-159b. Determine the approximate product or quotient of 2 numbers Assessment limit: Use a 1-digit  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/factor.html',200,500)" factor with the other  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/factor.html',200,500)" factor having no more than 2-digits or a 1-digit divisor and no more than a 2-digit dividend and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 1000)Montessori Lessons: Fact Families, Rounding on the Golden Mat, Abstract Multiplication and Division POW (06-07): Week 25 SFAW 5-2, TE 2 DIS: G-37, pg 73-74, 173 SFAW 7-2, TE 3 DIS: G-38, pg. 75-76, 174 MSA Finish Line: Pages 156-159b. Determine approximate product and quotient of  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers Assessment limit: Use a 1-digit  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/factor.html',200,500)" factor with the other  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/factor.html',200,500)" factor having no more than 3 digits or a dividend having no more than 3 digits and a 1-digit divisor and  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/whole_numbers.html',200,500)" whole numbers (0 – 5000)Montessori Lessons: Fact Families, Rounding on the Golden Mat, Abstract Multiplication and Division POW (06-07): Week 20 POW (06-07): Week 23, 24 SFAW 2-2, TE 1 DIS: G-56, pg. 111-112, 192 SFAW 3-3, TE 1 VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6c. Determine the approximate product of decimals Assessment limit: Use a decimal in monetary notation and a single digit whole number (0 – 100)Montessori Lessons: Fact Families, Rounding on the Golden Mat, Cash Box Lessons on Estimating Cost POW (06-07): Week 21 SFAW 2-8, TE 1 MSA Finish Line: Pages 168-1716.C.3. Analyze ratios, proportions, and percentsQuarter 3a. Represent ratios in a variety of forms Montessori Materials: Ratios on the Pegboard, Paper and Pencil Lessons in Abstract Problem Solving, Story Problems Glencoe: 10-5, 10-6  VSC – Mathematics-Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Grade 4Grade 5Grade 6b. Use ratios and unit rates to solve problems Fourth Quarter Accelerated Curriculum: Montessori Materials: Ratios on the Pegboard, Paper and Pencil Lessons in Abstract Problem Solving, Story Problems, Student Created Scale Models POW (06-07): Week 35, 37, and 38 Glencoe 10-3 QUARTER REVIEW of Computation MSA Finish Line: Pages 131, 160-162 QUARTER REVIEW of Computation MSA Finish Line: Pages 147, 172-174 QUARTER REVIEW of Computation MSA Finish Line: Pages 135, 160-162  VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic 7.A. Problem SolvingTopic 7.A. Problem SolvingTopic 7.A. Problem Solving7.A.1. Apply a variety of concepts, processes, and skills to solve problems Quarters 1,2,3, and 47.A.1. Apply a variety of concepts, processes, and skills to solve problems Quarters 1,2,3, and 47.A.1. Apply a variety of concepts, processes, and skills to solve problems  Quarters 1,2,3, and 4a. Identify the question in the problem Montessori Lessons: Understanding the Language of the Four Basic Operations; Key Terms Card Set and Chart; Story Problem Cards POW (06-07): Weeks 1-40a. Identify the question in the problem Montessori Lessons: Understanding the Language of the Four Basic Operations; Key Terms Card Set and Chart; Story Problem Cards POW (06-07): Weeks 1-40a. Identify the question in the problem Montessori Lessons: Understanding the Language of the Four Basic Operations; Key Terms Card Set and Chart; Story Problem Cards POW (06-07): Weeks 1-40b. Decide if enough information is present to solve the problem Montessori Lessons: Modeling the Problem; Story Problem Cards POW (06-07): Weeks 1-40b. Decide if enough information is present to solve the problem Montessori Lessons: Modeling the Problem; Story Problem Cards POW (06-07): Weeks 1-40b. Decide if enough information is present to solve the problem Montessori Lessons: Modeling the Problem; Story Problem Cards POW (06-07): Weeks 1-40c. Make a plan to solve a problem Montessori Lessons: Modeling the Problem; Story Problem Cards POW (06-07): Weeks 1-40c. Make a plan to solve a problem Montessori Lessons: Modeling the Problem; Story Problem Cards POW (06-07): Weeks 1-40c. Make a plan to solve a problem Montessori Lessons: Modeling the Problem; Story Problem Cards POW (06-07): Weeks 1-40 VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic 7.A. Problem SolvingTopic 7.A. Problem SolvingTopic 7.A. Problem Solvingd. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation Montessori Lessons: Modeling the Problem; Symbolizing the Problem and Calculating; Story Problem Cards POW (06-07): Weeks 1-40d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation Montessori Lessons: Modeling the Problem; Symbolizing the Problem and Calculating; Story Problem Cards POW (06-07): Weeks 1-40d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation Montessori Lessons: Modeling the Problem; Symbolizing the Problem and Calculating; Story Problem Cards POW (06-07): Weeks 1-40e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation Montessori Lessons: Modeling the Problem; Symbolizing the Problem and Calculating; Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence) POW (06-07): Weeks 1-40e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation Montessori Lessons: Modeling the Problem; Symbolizing the Problem and Calculating; Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence) POW (06-07): Weeks 1-40e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/equation.html',200,500)" equation Montessori Lessons: Modeling the Problem; Symbolizing the Problem and Calculating; Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence) POW (06-07): Weeks 1-40f. Identify alternative ways to solve a problem Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions POW (06-07): Weeks 1-40f. Identify alternative ways to solve a problem Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions POW (06-07): Weeks 1-40f. Identify alternative ways to solve a problem Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions POW (06-07): Weeks 1-40g. Show that a problem might have  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/multiple.html',200,500)" multiple solutions or no solution Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions POW (06-07): Weeks 1-40g. Show that a problem might have  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/multiple.html',200,500)" multiple solutions or no solution Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions POW (06-07): Weeks 1-40g. Show that a problem might have  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/multiple.html',200,500)" multiple solutions or no solution Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions POW (06-07): Weeks 1-40 VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic 7.A. Problem SolvingTopic 7.A. Problem SolvingTopic 7.A. Problem Solvingh. Extend the solution of a problem to a new problem situation Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussionsh. Extend the solution of a problem to a new problem situation Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussionsh. Extend the solution of a problem to a new problem situation Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic 7.B. ReasoningTopic 7.B. ReasoningTopic 7.B. Reasoning7.B.1. Justify ideas or solutions with mathematical concepts or proofsQuarters 1,2,3, and 47.B.1. Justify ideas or solutions with mathematical concepts or proofsQuarters 1,2,3, and 47.B.1. Justify ideas or solutions with mathematical concepts or proofsQuarters 1,2,3, and 4a. Use inductive or  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/deductive_reasoning.html',200,500)" deductive reasoning Montessori Lessons: Sensorial Explorations of Key Mathematical Concepts followed by Teacher Presentation of Vocabulary, Formulas, and Problem Solving Stepsa. Use inductive or  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/deductive_reasoning.html',200,500)" deductive reasoning Montessori Lessons: Sensorial Explorations of Key Mathematical Concepts followed by Teacher Presentation of Vocabulary, Formulas, and Problem Solving Stepsa. Use inductive or  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/deductive_reasoning.html',200,500)" deductive reasoning Montessori Lessons: Sensorial Explorations of Key Mathematical Concepts followed by Teacher Presentation of Vocabulary, Formulas, and Problem Solving Stepsb. Make or test generalizations Montessori Lessons: Sensorial Explorations of Key Mathematical Concepts followed by Teacher Presentation of Vocabulary, Formulas, and Problem Solving Stepsb. Make or test generalizations Montessori Lessons: Sensorial Explorations of Key Mathematical Concepts followed by Teacher Presentation of Vocabulary, Formulas, and Problem Solving Stepsb. Make or test generalizations Montessori Lessons: Sensorial Explorations of Key Mathematical Concepts followed by Teacher Presentation of Vocabulary, Formulas, and Problem Solving Stepsc. Support or refute mathematical statements or solutions Montessori Lessons: Use of Montessori Manipulative Materials to Provide Control of Error; Use of Rubricsc. Support or refute mathematical statements or solutions Montessori Lessons: Use of Montessori Manipulative Materials to Provide Control of Error; Use of Rubricsc. Support or refute mathematical statements or solutions Montessori Lessons: Use of Montessori Manipulative Materials to Provide Control of Error; Use of Rubrics VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6d. Use methods of proof, ie. direct, indirect, paragraph, or contradiction Montessori Lessons: Use of Montessori Manipulative Materials to Provide Control of Error; writing in Math Journals, Small Group Discussions, Student Created Models; Use of Rubricsd. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction Montessori Lessons: Use of Montessori Manipulative Materials to Provide Control of Error; writing in Math Journals, Small Group Discussions, Student Created Models; Use of Rubricsd. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction Montessori Lessons: Use of Montessori Manipulative Materials to Provide Control of Error; writing in Math Journals, Small Group Discussions, Student Created Models; Use of Rubrics VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic C. CommunicationsTopic C. CommunicationsTopic C. Communications7.C.1. Present mathematical ideas using words, symbols, visual displays, or technology Quarters 1,2,3, and 47.C.1. Present mathematical ideas using words, symbols, visual displays, or technology Quarters 1,2,3, and 47.C.1. Present mathematical ideas using words, symbols, visual displays, or technology Quarters 1,2,3, and 4a. Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/multiple.html',200,500)" multiple  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/representations.html',200,500)" representations to express concepts or solutions Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions; Story Problem Cards POW (06-07): Weeks 1-40a. Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/multiple.html',200,500)" multiple  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/representations.html',200,500)" representations to express concepts or solutions Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions; Story Problem Cards POW (06-07): Weeks 1-40a. Use  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/multiple.html',200,500)" multiple  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/representations.html',200,500)" representations to express concepts or solutions Montessori Lessons: Independence in Solving Story Problems Lesson (See Montessori Math Problem Solving Sequence); Small Group Discussions; Story Problem Cards POW (06-07): Weeks 1-40b. Express mathematical ideas orally Montessori Lessons: Small Group Discussions; Mentoring in the Classroom; Math Night Presentations in which students give lessons to parentsb. Express mathematical ideas orally Montessori Lessons: Small Group Discussions; Mentoring in the Classroom; Math Night Presentations in which students give lessons to parentsb. Express mathematical ideas orally Montessori Lessons: Small Group Discussions; Mentoring in the Classroom; Math Night Presentations in which students give lessons to parentsc. Explain mathematically ideas in written form Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40c. Explain mathematically ideas in written form Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40c. Explain mathematically ideas in written form Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic C. CommunicationsTopic C. CommunicationsTopic C. Communicationsd. Express solutions using  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/concrete.html',200,500)" concrete materials Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40d. Express solutions using  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/concrete.html',200,500)" concrete materials Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40d. Express solutions using  HYPERLINK "javascript:openPopup('/share/vsc/glossary/mathematics/concrete.html',200,500)" concrete materials Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40 VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic C. CommunicationsTopic C. CommunicationsTopic C. Communicationse. Express solutions using pictorial, tabular, graphical, or algebraic methods Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40e. Express solutions using pictorial, tabular, graphical, or algebraic methods Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40e. Express solutions using pictorial, tabular, graphical, or algebraic methods Montessori Lessons: Modeling the Problem; Symbolizing the Problem; Story Problem Cards POW (06-07): Weeks 1-40f. Explain solutions in written form Montessori Lessons: Independence in Solving Story Problems Lesson; Writing in Problem Solving (See Montessori Math Problem Solving Sequence); Math Journals; Story Problem Cards POW (06-07): Weeks 1-40f. Explain solutions in written form Montessori Lessons: Independence in Solving Story Problems Lesson; Writing in Problem Solving (See Montessori Math Problem Solving Sequence); Math Journals; Story Problem Cards POW (06-07): Weeks 1-40f. Explain solutions in written form Montessori Lessons: Independence in Solving Story Problems Lesson; Writing in Problem Solving (See Montessori Math Problem Solving Sequence); Math Journals; Story Problem Cards POW (06-07): Weeks 1-40g. Ask questions about mathematical ideas or problems Montessori Lessons: Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journalsg. Ask questions about mathematical ideas or problems Montessori Lessons: Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journalsg. Ask questions about mathematical ideas or problems Montessori Lessons: Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journalsh. Give or use feedback to revise mathematical thinking Montessori Lessons: Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journalsh. Give or use feedback to revise mathematical thinking Montessori Lessons: Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journalsh. Give or use feedback to revise mathematical thinking Montessori Lessons: Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journals VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic 7.D. ConnectionsTopic 7.D. ConnectionsTopic 7.D. Connections7.D.1. Relate or apply mathematics within the discipline, to other disciplines, and to life Quarters 1,2,3, and 47.D.1. Relate or apply mathematics within the discipline, to other disciplines, and to life Quarters 1,2,3, and 47.D.1. Relate or apply mathematics within the discipline, to other disciplines, and to life Quarters 1,2,3, and 4a. Identify mathematical concepts in relationship to other mathematical concepts Montessori Lessons: Activate Prior Knowledge, Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journalsa. Identify mathematical concepts in relationship to other mathematical concepts Montessori Lessons: Activate Prior Knowledge, Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journalsa. Identify mathematical concepts in relationship to other mathematical concepts Montessori Lessons: Activate Prior Knowledge, Individual and Small Group Lessons across the Mathematics Curriculum; Writing in Math Journalsb. Identify mathematical concepts in relationship to other disciplines Montessori Lessons: Cross-curricular lessons in Science (data collection, data representation, data analysis); Social Studies (BC/CE Timeline, Latitude and Longitude), Language Arts (Understanding Graphs in Non-fiction Text), Art (Shape, Line, and Pattern); Music (Rhythm) , etc.b. Identify mathematical concepts in relationship to other disciplines Montessori Lessons: Cross-curricular lessons in Science (data collection, data representation, data analysis); Social Studies (BC/CE Timeline, Latitude and Longitude), Language Arts (Understanding Graphs in Non-fiction Text), Art (Shape, Line, and Pattern); Music (Rhythm) , etc.b. Identify mathematical concepts in relationship to other disciplines Montessori Lessons: Cross-curricular lessons in Science (data collection, data representation, data analysis); Social Studies (BC/CE Timeline, Latitude and Longitude), Language Arts (Understanding Graphs in Non-fiction Text), Art (Shape, Line, and Pattern); Music (Rhythm) , etc. VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6c. Identify mathematical concepts in relationship to life Montessori Lessons: Solving Real-world Problems; Creating Surveys and Displaying Data; Science Fair Projects; Cross-Curricular Lessons; Student Created Story Problemsc. Identify mathematical concepts in relationship to life Montessori Lessons: Solving Real-world Problems; Creating Surveys and Displaying Data; Science Fair Projects; Cross-Curricular Lessons; Student Created Story Problemsc. Identify mathematical concepts in relationship to life Montessori Lessons: Solving Real-world Problems; Creating Surveys and Displaying Data; Science Fair Projects; Cross-Curricular Lessons; Student Created Story Problems VSC - Mathematics Standard 7.0 Processes of Mathematics: Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. Grade 4Grade 5Grade 6Topic 7.D. ConnectionsTopic 7.D. ConnectionsTopic 7.D. Connectionsd. Use the relationship among mathematical concepts to learn other mathematical concepts Montessori Lessons: Activate Prior Knowledge, Individual and Small Group Lessons across the Mathematics Curriculumd. Use the relationship among mathematical concepts to learn other mathematical concepts Montessori Lessons: Activate Prior Knowledge, Individual and Small Group Lessons across the Mathematics Curriculumd. Use the relationship among mathematical concepts to learn other mathematical concepts Montessori Lessons: Activate Prior Knowledge, Individual and Small Group Lessons across the Mathematics Curriculum Montessori Great Lessons for Math The History of Numbers What Is a Number? From the earliest of times people have asked the question, “How many?” Long ago, this question was answered with a simple comparison such as, “as many as those trees on the hill”or“ as many as these stones in the bag.” The most convenient and ever-accessible reference was one’s fingers. “This many” (with two fingers raised) was a readily available way to communicate precisely. Over time, words came to be associated with raised fingers meant to convey how many. The word for one is remarkably similar in many languages: one (English), un (French), uno (Spanish), ein (German), unus, (Latin), monos (Greek). All spring from an ancient common root and share the sound of “n.” These words for telling how many are called numbers. More Names for Larger Quantities As the need to count larger quantities arose, new names were invented. The word eleven came from an old English word meaning “one left.” If you counted the first ten on your fingers, there was still one left. Twelve, similarly, came from an old word meaning “two left.” Thirteen was literally, “three and ten.” This pattern continued until twenty, which originated in an old English word meaning “two tens.” The rest of the tens were counted in this way. When ten tens were reached, so was the need to think of a new name to call them. Hundred came from a very old English word, which is no longer used. The last of the ancient number names in our English language is thousand, since there was seldom a need to discuss numbers larger than this. Recording Numbers – The Invention of Numerals When the need arose to record numbers, people used inventions like knots on a piece of rope or slashes made by a knife on a branch. In ancient civilizations all over the world, the number one came to look like a line, much like one raised finger. Before there were ever alphabets, people recorded numbers. In ancient Egypt, while collecting revenue for the Pharaoh, the tax collectors recorded a mark for each bushel of grain brought by a farmer. They made these easier to read by spacing them in different ways: |= 1 ||| = 3 ||| ||| || = 5 ||| ||| = 9 When they reached 10, they used a symbol like an inverted U. For one hundred, they wrote a scroll ~. They put these symbols together to make larger numbers. 567 would have been written ~~~~~ )")")")")")" ||| ||| | Every time the Egyptians came to ten of one symbol, they would make up another symbol. These symbols were strung together, so that, even though they might look very long, any number could be written. Around this same time the Sumerian civilization came up with a number system based on 60. The Babylonians were renowned ancient astronomers. They studied the stars and based their calculations on 360. Our measurements of time to this day are related to their discoveries and their numbers. The ancient Mayans in South America and the Chinese in Asia also developed great civilizations, languages, and number systems. The problem with most ancient number systems was in having to memorize so many new symbols. Letters As Numbers The Phoenicians were skillful traders who lived on the coast of the Mediterranean Sea. Their need to keep careful records motivated them to invent the first alphabet. The Greeks adopted their alphabet and soon became the most educated civilization of their time. To avoid the problem of memorizing more symbols to mean numbers, the Greeks and also the Hebrews, used their alphabet letters to mean numbers, too. If we used our alphabet this way, it would look like this: A = 1, B = 2, C = 3, D = 4, E = 5, F = 6, G = 7, H = 8, I = 9 J = 10, K = 20, L = 30, M = 40, N = 50, O = 60, P = 70, Q = 80, R = 90 S = 100, T = 200, U = 300, V = 400, W = 500, X = 600, Y = 700, Z = 800 We would have to make up a new symbol for 900, but otherwise, we could write any number we wanted with our alphabet. 134 would be written SLD. When writing thousands, the Greeks put a line over the letter to mean thousand (e.g., 4,692 would read DXRB. This was certainly very ingenious for recording, but it must have taken real skill to add and subtract! The Romans decided on another system for counting and recording numbers. Like the Greeks, they used their alphabet letters for numbers, but they only used a few of their letters. To avoid the Egyptian problem of very long numbers, the Romans changed the letter every time they get to five instead of ten. These are the Roman numerals: I = 1, V = 5, X = 10, L = 50, C = 100, D = 500, M = 1,000 A line over any letter multiplied its value by 1,000. To compare Roman numerals to the Egyptian system, 567 would be written DLXVII, 6 digits instead of 18. In later years, the Romans developed a technique to make their numerals even more concise, but they were certainly a challenge when it came to dividing! The Invention of Place Value It was the ancient Hindus who invented the number system which we still use today. They designed nine symbols which have evolved into the numerals we know so well: 1, 2, 3, 4, 5, 6, 7,8, 9. The way they looked at it, the symbol 7 meant 7 of something, whether it was 7 units, 7 hundreds, or 7 millions. So they designed a system of places to put the 7 where it would mean different things. In the first place, it would mean 7 units – 7. In the second place, it would mean 7 tens – 73. In the third place, it would means 7 hundreds – 755, and so forth, increasing the value of each place to the left by ten. This worked very well for a long time, but gradually, a problem arose. In large numbers, how would you tell what place the 7 was in? 7 3 Did this mean seventy-three? Or seven hundred and three? Or seven thousand and three? The Hindus eventually added a dot to show the empty places 7..3, for seven thousand three. They called the dot “sunya.” Around the year 800 AD, the Hindu number system spread north to the lands then occupied by people who spoke Arabic. Their civilization at that time covered all of North Africa and spread east to northwest India and north to include Spain. An Arabic mathematician named Al-Khwarizmi (al-kwar-iz-mee) wrote a book explaining this new number system in 820 A D. In 967 AD, while Europe was in the period called “the Dark Ages,” a Frenchman named Gerbert traveled to Spain and learned of this new system. He brought back his knowledge and tried to convince European mathematicians of the value of these “Arabic Numerals.” Even when he became Pope Sylvester II in 999 AD, European traders preferred to stick with the traditional Roman numerals. After the Dark Ages had passed and Europe entered a much more prosperous era, Leonardo Fibonacci, a mathematician from Pisa, Italy, visited North Africa. Here he learned of their number system and published a book about it in the year 1202 AD. Italian merchants embraced the simplicity of this system for calculation and called it “sunya” by the Arabic name for nothing - “sifr.” They soon changed its pronunciation to “zepiro.” You can easily see how this evolved into our “zero.” The dots used in the Hindu system for sunya grew into circles and eventually became the same size as the other numerals. By the time Columbus discovered America, all of Europe was using the “Arabic” numerals. Today they are in use all over the world. The information for this write-up was taken from Isaac Asimov’s book, How Did We Find Out About Numbers? It is part of the Asimov Science Library, copyright 1973, Walker and Company, New York. Other interesting information about numbers and place value can be found in the World Book Encyclopedia. Introduction to Geometry Geometry has its roots in the ancient world. We have several stories to illustrate the origins of this mathematical discipline. Below, we have included four stories: two Greek, one Egyptian, and the story of Pythagoras who traveled between the two ancient countries. 1.) Euclid, the Father of Geometry One of the most influential mathematicians of ancient Greece, Euclid, was born around 365 BC. Very little is known about his life. It is believed that he was educated at Plato's academy in Athens, Greece. His 13 books, the Elements, are some of the most famous books in the world. He wrote them at about 300 B.C. Euclid started a mathematical school in Alexandria, Egypt. (One of his students was Archimedes.) Euclid created the geometry called Euclidean Geometry. He collected all the geometric facts known at his time, added his own, and included proofs for each fact. He arranged this information in 13 books, called the Elements. This 13 volume series eventually became the most influential geometry textbook. Quite possibly the most important book of the Elements is the first book. It has the definitions of: points, lines, planes, angles, circles, triangle, quadrilaterals, and parallel lines. Some of the facts in this book are: Two points determine a line. A line segment extended infinitely in both directions produces a straight line. A circle is determined by a center and a distance. All right angles are equal to one another. If a straight line falling on two straight lines forms interior angles on the same side less than 180°, the two straight lines, if produced indefinitely, will meet on that side. For his work in the field of geometry he is known as The Father of Geometry. 2.) The Origin of the Constructive Triangles Life in ancient Egypt centered on the Nile River and the mineral rich soil which provided fertile ground for agriculture. During the spring season each year, the valley of Egypt was subject to periods of great rainfall which lead to flooding. When the Nile overflowed its banks each year, there was a covering of rich black earth left behind on the land when the waters receded. This earth covered over the landmarks that showed the borders of people’s property. Each year, neighbors had to remark their property. The Egyptians had to develop a fair way to re-measure and ensure that each family had their assigned land to cultivate and farm. They used geometry. Ancient Egyptian surveyors used ropes to measure and mark the boundaries. These surveyors were called “harpedonapta.” Harpedonapta means “rope-stretcher.” Surveys were made by groups of three slaves holding a rope with knots in a ratio of 3 to 4 to 5. Each slave stood by a knot, pulled, and held it taut so that a right-angled triangle was formed. The right-angle of the triangle was then flipped while the other angles were held in place. This formed a second adjacent triangle and allowed the surveyors to mark off a perfectly rectangular field. Longer ropes created more and more accurate angles and polygons. This same method of rope stretching was used to mark the foundation for the base of buildings and even pyramids. The ancient Egyptians had discovered the strength of the mighty triangle. 3.) Story of Pythagoras There once lived a very wise man whose name was Pythagoras. Pythagoras was born on the island of Samos in Greece, around 569 BC. Not much is known of his early years. He traveled through Egypt learning, among other things, mathematics. It seems he got caught up in a war there and was kept as a slave in Babylon for a time. While there, he learned secrets from the Babylonian priests about the stars and how they moved in the sky. Pythagoras formed a group, the Brotherhood of Pythagoreans, a secret religious society devoted to the study of mathematics. He was also mystic – that’s like a magician. People said Pythagoras had extraordinary powers of the mind. He believed that numbers ruled the universe, and the Pythagoreans gave numerical values to many objects and ideas. He found out about the number relationships in right-angled triangles. In Egypt, he learned about the “harpenodapta.” He was fascinated by their secret of the three numbers making a right angled triangle. So later, with his brotherhood, he studied the right-angled triangle. Pythagoras’ most famous discovery was about triangles. He found the theorem which today is still called the “Pythagorean Theorem.” It reveals the number relationships of the sides of a right-angled triangle: The sum of the squares of the sides of a right triangle is equal to the square of the hypotenuse. If we take an isosceles right triangle with legs of measure 1, the hypotenuse will measure square root 2. But this number cannot be expressed as a length that can be measured with a ruler and that deeply disturbed the Pythagoreans, who believed that "All is number." They called these numbers "alogon," which means "unutterable." 4.) Calculating Volume - The Story of Archimedes To find the volume of a sphere is a problem. Not only do the sides not rise up perpendicularly, but there is no base, either. Many thousands of years ago, a man named Archimedes was commissioned with the same problem. You may remember Euclid, the mathematician we call the Father of Geometry. Archimedes was his student. Our friend, Archimedes (third century BC), experimented with spheres and with irregular solids. One day, the king commissioned his help with a problem: the king had a goldsmith make a crown with a lump of gold the king had supplied. However, the king was not sure whether the goldsmith had cheated him and not used all the gold for the crown; he thought he might have kept some for himself. Archimedes weighed the crown. It was the same weight as the gold. But, if the goldsmith had replaced some of the gold with a lighter metal, it would weigh the same, but would be larger. How could the volume of the crown be measured? Archimedes was really plagued by this problem. He was so exhausted; he decided to take a bath. When he climbed into the tub, he found the answer he’d been looking for. He saw the level of the water in the tub rise as his body sank into the water. He knew how to measure the volume of the crown! He was so excited that he jumped out of the tub, ran straight to the king (naked as he was, through the streets) yelling “Eureka!” which means “I found it!” Well, this is how much a man can get excited about measuring volume. His idea was to dip the solid crown into water and measure how much water would be displaced. We can do this too, to measure the volume of our sphere. Money Introduction to the Study of Money The study of money provides a wonderful opportunity to teach the Montessori curriculum in the true cosmic sense. It can be integrated with the study of History, Geography, Language and much more. For example, children can investigate the metals and alloys coins are made of, or they can research the origins of paper money. Older children might explore the architectural styles of the buildings or the significance of the people on paper money. Also, the study of money can be used to introduce new vocabulary words such as “barter” and “self-sufficient.” There are many possibilities. The study of money should start with a story the history of money, thus opening up many related cultural activities to the exploration of the child. Following those activities, others such as: • Introducing nomenclature through matching coins with names • Nomenclature cards • Naming monetary values ( for quantities under $ 1.00) can be introduced For further work, the child should be familiar with linear counting, skip counting, fractions and decimals. Word problems should be an integral part of the study of money. The Story of Money We have heard about the Phoenicians and their trading and selling throughout the ancient Mediterranean in our story “Communication in Signs.” We have heard about the way in which the Babylonians recorded business transactions using cuneiform writing. Today, I would like to focus on how another great tool was developed to make trade between people throughout the world possible. This great tool is called Money. We know that the first people on earth lived in very small, nomadic tribes. Everyone needed to find the things which were needed to survive. They traveled about their homeland looking for food and avoiding danger. Life was very hard and people spent all their time meeting their most basic needs (finding food and shelter, and later clothing and means of defense.) If there was no food in one place, people had to leave there and go to somewhere their needs could be met. If a larger group of people wanted to hunt in their homeland, a small tribe would have to move on. As generations passed, some peoples began to establish seasonal hunting routes. Every spring they might travel to the ocean or a bay and every winter they might return to their caves in the mountain foothills. On their annual circuits they traveled near the homelands of other groups. People began to see that some tribes were expert in crafts or types of hunting unfamiliar to their own tribe. They began to trade with these new peoples. That means that people in one tribe would give one thing (such as dried fish) for another (such as a storage pot). Over the years, people began to look for certain tribes to get their special crafts and goods. In some places various tribes began to meet where rivers flowed together to trade goods. More time passed and people’s lives began to change. They did less hunting and gathering and they did more farming and raised more livestock. People began to gather in settlements and traveled less. They traded more. As more trading was done, more complex trading problems occurred. If one person had a large water jug and another had wheat, how much wheat should be given for the jug? How many pigs should be given for a cow? How stone or iron tools should be given for a horse? People began to have trouble agreeing on fair exchanges. In order to make sure that everyone had a thing that was considered valuable enough for trading, people began to carry salt along for trading days. If someone had an object you wanted but they didn’t need the trade item you made, grew, or caught, you could offer them salt instead. Everyone wanted salt. They used it to preserve food, and it added taste to bland foods. Barley was also an item that people used for trading. This was true in ancient Sumeria. You can imagine the problems people had with these two trade items. If you got caught in a rain storm on your way to a trading meeting, your salt would be dissolved. If your barley got wet, it would spoil. The Sumerians thought about this problem and one day, one of them thought of a new way of trading. We don’t know his or her name but we do know that person was wise, and I wouldn’t be surprised if this inventor was a merchant also. The wise merchant thought, "I need something that everyone wants, that is easy to carry, and which won't be destroyed. Barley just won't do!" The merchant looked around and saw many people wearing jewelry in the market on Trading Day. Some of the jewelry was made of a shiny metal which we now call silver. Not many people wore it, even though it was greatly admired because it was rare. This merchant decided that he would begin to offer people silver for things that he wanted and gradually people in his town became used to the idea. They wanted silver nuggets to make into jewelry. They wore silver necklaces, drank from silver cups, and used silver mirrors. And above all its uses, everyone agreed silver was beautiful. It glittered in the light, and even in a shady place it glowed like the moon. The people began to agree that certain amounts of silver were worth goods and services. They also began to use silver and another rare and beautiful metal, gold, for special uses, such as tribute to a king or warlord, to give as a bride's dowry, or blood money (to compensate a family for the death of a member through accident or in battle). Precious metals were a part of business. Of course all silver and gold pieces were not the same. Some were full of holes and some were solid lumps. In order to make sure the same amount of silver and gold were paid for similar goods and services people began to weigh gold and silver right in the market to make sure they were being treated fairly and not being given a lot of hollow lumps. Using silver and gold in business was a great advance for people. If you had a herd of cattle and you needed to go on a long trip, you could sell your cattle for gold. Then you could take a bag of gold instead of your herd with you on the trip and still have the value of a large herd to buy goods and services. With all of the people buying and selling goods in the marketplace, weighing gold and silver before each transaction was inconvenient. Also, some merchants tampered with their scales in order to cheat their customers. A very wealthy king solved this problem for us. His name was Croesus. He ruled in the kingdom of Lydia, which is now part of Turkey in the sixth century BC. When he came to power the people of Lydia used a naturally occurring mixture of gold and silver for trading. This mixture was called electrum. Croesus decided that these lumps of metal were not good enough tools for trade. People had to weigh each lump in order to insure that they were getting the right amount of electrum for their goods. Some people complained of being cheated by merchants who used incorrectly calibrated scales. Croesus decided that the government would take over the job of weighing gold and silver, and to show its weight and value his officials would stamp the metal with the king's special design (a lion attacking an ox). The stamp guaranteed that the coin was weighed accurately and could be used for payment without weighing. These new stamped, weighed coins were called “staters.” King Croesus not only weighed the new money, but he also made it. He had complete control of this money. He never forgot to tell his officials that while they were minting new coins they should make some more for him. He was fabulously wealthy. That is why today you might hear someone say, "He's as rich as Croesus." For over a thousand years people used money that was gold or silver or copper. Over time paper money was developed. In western countries this paper money could be redeemed for gold or silver, like a certificate. But in China, in the 600's AD, the Chinese emperor issued paper money of which he guaranteed the value. Eventually as gold and silver became more and more rare western countries began to accept the Chinese idea that the government makes, controls and guarantees the value of its money. Today, our money in this country is like the money of 7th century China in that it is made, controlled and guaranteed by our government. We have paper money and coins, and though they are still made of metal like the stater, they are not made of silver and gold but of durable alloys which will not bend or lose their imprint in use. Because of the growing tolerance and acceptance of other people in Prehistoric times, and the recognition of the great skills that other people have, trading began between peoples. Because of the discovery of the wise merchant who thought of trading for precious metals, the use of coins eventually came to be. Because of King Croesus, we have standardized money which inspires confidence in the people who use it. Because of the understanding of the Chinese Emperor, we have modern money which symbolizes the prosperity of our country. Whenever we use money, we should think with gratitude of all these people. History of Measurement Measurement is fundamental and we can’t date when it began. We can probably speculate that ancient people measured things with a stick. Measurement became essential in trade and barter. Some ancient civilizations developed measurements based on units that were the length of certain parts of the body. About 3,000 BC in Egypt, the cubit (the length of a man’s elbow to the tip of his middle finger when his arm was outstretched) was the measurement. In Latin, elbow is “cubitim.” This measurement varied too much, so people went by the royal cubit (the pharaoh’s cubit.) This wasn’t without problems either, because the pharaoh changed. Lengths to be measured varied, too, so there was another unit called “palm,” the distance across the hand. A horse is measured in hands. About 7 palms were equal to a cubit. A finger was even a smaller measurement. The Hebrews adopted the Egyptian system when they were in Egypt and they took it back with them to their land and added some things. A span was the distance from the outstretched thumb to the little finger. A pace was 2 cubits (which is about 1 yard in English.) A royal foot was 18 fingers and was about two-thirds of the royal cubit. These measurements passed around the world .The Greeks adapted this and added some measurements that were multiples of the fingers. The Romans adopted many of these measurements and added the “uncia” (width of the thumb.) The English word “inch” is derived from this. Twelve unicia are equal to 1 foot. Three feet are equal to 1 yard (the distance from a person’s nose to the top of the outstretched hand.) The Roman measurements were adopted in Europe during the Middle Ages. In 1855, the yard was standardized in Europe. The yard became the standard measurement. The inch is 1/36th of a yard. A foot is 1/3 of a yard. A rod is 5 ˝ yards. A furlong is 220 yards. A mile is 1,760 yards. A rod comes from when tax collectors measured land with a rod, so the instrument used to measure the land became the name of the measurement. The furlong became the standard length to plow a furrow. British tradition said that one inch was equal to 3 rounds, dry barley corns. The foot is the length of the Emperor Charlemagne’s foot. The stick that was 12 inches long and represented Charlemagne’s foot became the “ruler.” The Romans used a length that was 5,000 feet, called a “milliare.” It was 1,000 paces of the Roman army at a forced march. This distance evolved into what we call the “mile.” The distance of this mile was law. A law can also be called a statute. So, the standard mile was called a statute mile. There is also a nautical mile which is 6,076.1 feet. Since the 1600’s, people talked of standardizing measurement. In 1790, French scientists developed a system that was never to change. In 1795, the system was in place but its use wasn’t required until 1840. This system used the unit of measure called a meter, which was based on a measurement of the earth. The meter is a fraction of the earth’s surface –one ten-millionth of the distance from the North Pole to the equator along the longitude that happened to fall near Dunkerque, France. The name “meter” was chosen from the Greek word “metron” which means measure. Once the meter was standardized other measurements were derived from it. A decimeter is the meter divided into 10 equal parts. The centimeter is the meter divided into 100 parts (“centi” means 100.) The millimeter is the meter divided into 1,000 parts. Everything else was derived from the meter, including weight and mass. The liter is defined as the volume of a cubic decimeter A gram was the mass of a cubic centimeter of water at a temperature when it weighs the most (about 40 degrees Centigrade.) These standards have changed and are now very precise. A meter is now defined by a wavelength of light, undisturbed by temperature, gravity, or pressure. The hope of the French was to unify the world by using this metric system of measurement. The United States is the only major country not using the metric system of measurement. (We continue to use the Standard system.) Montessori Sample Lesson Plan Lesson Title: Addition and Subtraction of Whole Numbers (VSC Indicator: 4.6.C.1.a and b) Age: 7-9 Years Montessori Materials: Long Bead Frame, Long Bead Frame Paper, Colored Pencils (Statement of Objective: What should students know and do as a result of the lesson?(Key Vocabulary: What critical vocabulary will be part of this lesson?(Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Access Prior Knowledge (Engagement) Students will use Montessori manipulative material in order to add or subtract whole numbers.Addend Sum Subtrahend Minuend Difference The teacher will question students on their previous work with the small/ large bead frame. The teacher will review the hierarchy of numbers from units to millions. If necessary, have students count and exchange beads. Remind students that adding means “putting together” and subtracting means “taking away.” Tell students which operation you will be working on today.Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?First Period (Explanation)Introductory and/or Developmental ActivitiesThe teacher will model writing an addition or subtraction problem on the bead frame paper, and invite students to write the problem on their paper. The teacher will guide the students to compose the first addend or the subtrahend on the bead frame. Next, guide student in adding the second addend or taking away the minuend, exchange (re-group) beads when necessary. The teacher will model noting the sum on the bead frame paper and show regrouping marks with colored pencils. Students count the beads to check the sum or difference written on their paper. Second Period (Exploration)Guided PracticeThe students will repeat the process of adding or subtracting on the bead frame and continue recording on paper whenever they exchange beads. The students will calculate sums and differences and check their work by counting the beads. The teacher will observe and assist, sending students off for independent, Third Period work as soon as each one is ready. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?Third Period (Elaboration)Independent Activities and/or Meaningful-Use TasksStudents will complete a series of addition or subtraction problems using the bead frame and record the work in his/her math journal. Students will work with a partner to create and solve problems using the bead frame. Students will complete story problem cards using the bead frame to compute addition and subtraction. (Ongoing Assessment: How will you monitor student progress throughout the lesson?Check for Mastery (Teacher Evaluation)AssessmentThe teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and will provide additional support for below level students prior to them engaging in the Third Period work.(Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?The teacher will ask the child to demonstrate solving an addition or subtraction problem on the long bead frame and recording correctly on paper. The teacher may model an appropriate BCR or SR during this time using the language addend and sum or minuend, subtrahend, and difference in the written portion of the problem. The teacher may then assign students to complete another BCR in order to demonstrate their mastery. (Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?Follow-Up Work (Student Evaluation)During the Montessori un-interrupted work period, individuals and small groups of students will select addition and subtraction problems sets from a variety of resources to complete using the bead frame and the paper and pencil recording method taught. Students will write in their math journals to explain the process of addition and subtraction using key vocabulary from the lesson.(Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?Extending the LessonThe teacher will observe and re-teach students who have not mastered the concepts and draw attention to points of interest which address an individual’s weakness in understanding. Once students have mastered the concept, the teacher may extend the lesson by showing properties of addition, increasing the number of addends, asking the students to complete the problems in the abstract, and/or encouraging students to generate their own addition and subtraction problems. Montessori Sample Lesson Plan Lesson Title: Multiplication of Whole Numbers – VSC Indicator 4.6.C.1.c Age: 8-9 Years Montessori Materials: Montessori Checkerboard, Gray and White Tiles, and Bead Bars (Statement of Objective: What should students know and do as a result of the lesson?(Key Vocabulary: What critical vocabulary will be part of this lesson?(Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Access Prior Knowledge (Engagement) Students will use Montessori manipulative material in order to multiply whole numbers  Multiplicand Multiplier Product Teacher will set out and explain the checkerboard material to the students by directing student’s attention to the numbers on the vertical and horizontal edges of the board. Remind the student of their previous work with the large/small bead frame. The teacher will point to the numbers and direct the students to read the place values listed (vertical edge: units/ones, tens, hundreds, thousand; horizontal edge: units/ones, tens, hundreds, thousands, ten thousands, hundred thousand, millions). Teacher will review student’s knowledge of place value by removing a bead bar from the box of beads and placing it on a colored square within the center of the board. Teacher will direct the student to state the value of the bead when placed in a colored box. (Ex. 4 bar placed in the units green square-student reads as four units, 4 bar placed on the blue tens square-student reads as forty, 5 bar place on red hundred square-student reads as five hundred, etc.) Tell students that we will be using the checkerboard for multiplication. Elicit from the students that multiplication means putting together the same quantity over and over again.Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?First Period (Explanation)Introductory and/or Developmental ActivitiesTeacher will write out the multiplication problem to be solved on the checkerboard (ex. 734 x 4) and ask the students to copy the problem into their math journals. The gray multiplier tile with the number 4 is placed on the ones category on the gray vertical edge and the white multiplicand tiles (7-3-4) are placed on the horizontal edge in the respective categories 7-on the hundreds, 3 on the tens, 4 on the ones. Teacher will model laying out bead bars in the correct squares on the checkerboard to represent the quantity 734 made 4 times. Teacher will discuss and guide the student to remove, place, count, and exchange the appropriate number of bead bars in order to solve the multiplication problem. The teacher will model the process of regrouping and exchanging as necessary, reminding students to record the exchange on their papers. After the multiplication is complete, the teacher will guide the students in reading the value of the product using the bottom hierarchies as a guide. The teacher will repeat the process asking for increased student participation. Second Period (Exploration)Guided PracticeThe students will go through the process of multiplying on the checkerboard and continue recording on paper whenever they exchange beads. The students will record products and check their work by counting the beads. The teacher will observe and assist, sending students off for independent, Third Period work as soon as each one is ready. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?Third Period (Elaboration)Independent Activities and/or Meaningful-Use TasksStudents will complete a series of multiplication problem using the checkerboard and record the work in his/her math journal. Students will work with a partner to create and solve problems using the checkerboard. Students will complete story problem cards using the checkerboard to compute multiplication. (Ongoing Assessment: How will you monitor student progress throughout the lesson?Check for Mastery (Teacher Evaluation)AssessmentThe teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and will provide additional support for below level students prior to them engaging in the Third Period work.(Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?The teacher will ask the child to demonstrate solving a multiplication problem on the checkerboard. The teacher may model an appropriate BCR or SR using the language multiplicand, multiplier, and product in the written portion of the problem. The teacher may then assign students to complete another SR or BCR in order to demonstrate their mastery. (Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?Follow-Up Work (Student Evaluation)During the Montessori un-interrupted work period, individuals and small groups of students will select multiplication problem sets from a variety of resources to complete using method taught. Students will write in their math journals to explain the process of multiplication using key vocabulary from the lesson. (Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?Extending the LessonThe teacher will observe and re-teach students who have not mastered the concepts and will draw attention to points of interest which address an individual’s weakness in understanding. Once students have mastered the concept, the teacher may extend the lesson by showing properties of multiplication, asking the students to complete the problems in the abstract, and/or encouraging students to generate their own multiplication problems. Montessori Sample Lesson Plan Lesson Title: Dividing Whole Numbers -VSC Indicator 4.6.C.1.d Age: 6-10 Montessori Materials: Racks and Tubes (Statement of Objective: What should students know and do as a result of the lesson?(Key Vocabulary: What critical vocabulary will be part of this lesson?(Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Access Prior Knowledge (Engagement) Students will use Montessori manipulative material in order to divide whole numbers and to interpret quotients and remainders in the context of a problem.Dividend, divisor, quotient,Explain the manipulative material to the students. Review the concept of place value with the students. Review with students the hierarchy of numbers. Remind students of their previous work with the golden bead material. Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?First Period (Explanation)Introductory and/or Developmental ActivitiesExplain the concept of dividing as a sharing. Write a three digit division problem with a one digit divisor (ex. 963 ÷ 3). Guide the students in determining which set of division boards to use and the amount of beads to place in the corresponding cups (3-units/ones, 6 tens, 9 hundreds). Identify the divisor and remove the corresponding number of skittles. Explain that in division, we begin sharing with the highest category. Guide the students in distributing the beads from the hundreds cup evenly across the board. Ask the student, “How many beads did each skittle receive?” Record student’s correct response on the paper. Repeat process with the beads in the tens container and units/ones container. Exchange/ regroup beads when needed.  Second Period (Exploration)Guided PracticeTeacher will repeat with a variety of problems. Remain with student and guide student in completing problems. Ask a variety of questions to gage students’ understanding of the process and correct use of manipulative. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?Third Period (Elaboration)Independent Activities and/or Meaningful-Use TasksStudents will complete a series of problems using the racks and tubes material. Students will work with a partner to create and solve additional problems. (Ongoing Assessment: How will you monitor student progress throughout the lesson?Check for Mastery (Teacher Evaluation)AssessmentTeachers will provide opportunities for students to demonstrate their knowledge during the second period lesson and will provide additional support for below level students prior to them engaging in the third period work.(Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?Teacher will ask the child to demonstrate how to complete a division problem. The teacher may model an appropriate BCR or SR. Teacher may assign student to complete another BCR or SR independently in order to demonstrate their mastery. (Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?Follow-Up Work (Student Evaluation)During the Montessori uninterrupted work period individuals and small groups of students will select Albanesi cards and continue using racks and tubes. Student will write in his/her math journal using key vocabulary from the lesson. (Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?Extending the LessonThe teacher will observe and re-teach students who have not mastered the concepts and will draw attention to points of interest which address an individual’s weakness and understanding. Student will create division word problems and solve using racks and tubes. Montessori Sample Lesson Plan Lesson Title: Addition and Subtraction of Fractions and Mixed-Numbers with Like Denominators– VSC Indicator 4.6.C.1.e Age: 9-10 years Montessori Materials: Fraction Inset Materials, Box of Red Plastic Fractions  (Statement of Objective: What should students know and do as a result of the lesson? (Key Vocabulary: What critical vocabulary will be part of this lesson?(Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Access Prior Knowledge (Engagement) Add and subtract proper fractions and mixed numbers with like denominators.Fraction Mixed Number Numerator Denominator Addition SubtractionThe teacher will gather a group of students and let them know they will be continuing their work with fractions. The teacher will review the concept that a fraction is a part of a unit and is smaller than one whole and review other vocabulary. Students take turns setting up fraction materials from the box and labeling them with correct numerators and denominators.Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?First Period (Explanation)Introductory and/or Developmental ActivitiesThe teacher will let the students know that we can perform the same mathematical operations with fractions that we perform with whole numbers. Write an addition problem for fractions such as 1/5 + 3/5. The students will copy the problem into their math journals. The teacher will model “putting together” the two addends to create a new fraction: 4/5. The students will record the answer in their math journals.  Second Period (Exploration)Guided PracticeThe students will repeat the process of adding or subtracting with the fraction materials and recording the problems and answers. The teacher will observe and assist, drawing attention to how the numerator changes but the denominator stays they same. The teacher will send students off for independent, Third Period work as soon as each one is ready. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?Third Period (Elaboration)Independent Activities and/or Meaningful-Use TasksStudents will complete a series of addition or subtraction problems using the fraction materials and will record the work in their math journals. Students will work with a partner to create and solve problems using the fraction materials. Students will complete story problem cards using the fraction materials to compute addition and subtraction. (Ongoing Assessment: How will you monitor student progress throughout the lesson?Check for Mastery (Teacher Evaluation)AssessmentThe teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and will provide additional support for below level students prior to them engaging in the Third Period work.(Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?The teacher will ask the child to demonstrate solving an addition or subtraction problem with fractions and recording correctly on paper. The teacher may model an appropriate BCR or SR during this time using the language addend and sum or minuend, subtrahend, and difference in the written portion of the problem. The teacher may then assign students to complete another BCR in order to demonstrate their mastery. (Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?Follow-Up Work (Student Evaluation)During the Montessori un-interrupted work period, individuals and small groups of students will select fractions addition and subtraction problem sets from a variety of resources. Students will write in their math journals to explain the process of addition and subtraction with fractions using key vocabulary such as numerator and denominator.(Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?Extending the LessonThe teacher will observe and re-teach students who have not mastered the concepts and draw attention to points of interest which address an individual’s weakness in understanding. Once students have mastered the concept, the teacher may extend the lesson by showing properties of increasing the number of addends, asking the students to complete the problems in the abstract, and/or encouraging students to generate their own addition and subtraction problems for fractions. The next lessons in this series involve finding equivalent fractions, the least common denominator, and adding and subtracting fractions with unlike denominators. Montessori Sample Lesson Plan Lesson Title: Fractions and Percents – VSC Indicator 6.6.A.1.c Age: 11-12 Montessori Materials: Montessori Centesimal Protractor (aka Black Percentage Square), Red Plastic Fractions (Statement of Objective: What should students know and do as a result of the lesson?(Key Vocabulary: What critical vocabulary will be part of this lesson?(Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Access Prior Knowledge (Engagement) Identify and determine equivalent forms of fractions and percentsFraction Numerator Denominator Equivalent Hundredth PercentReview the red fraction materials with the students and have them practice making some equivalent fractions such as 1/4 = 2/8 and 1/2 = 5/10 and record the equivalencies in their math journals. Elicit form the students that even though the fractions look different they are “equivalent.” Explain that today we will look at “percent,” another way to make equivalent fractions. Have students break apart the word “percent” to discover it has something to do with hundredths. Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures?  Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?First Period (Explanation)Introductory and/or Developmental ActivitiesTake a red plastic tenth and ask the students to name it. Elicit from the students that a tenth can be divided into smaller parts such as twentieths by breaking it in half. Using scissors, cut a tenth of a tenth. Elicit from the students that it is a hundredth. Place it into the black percentage square to show that 1/100 = 1%. Show the students that a whole is equal to 100%. Percent is another way of talking about a fraction with a denominator of 100. Second Period (Exploration)Guided PracticeHave the students take turns choosing fractions such as 3/4 and 2/10, placing them into the percentage square, and reading the measurements: 3/4 = 75% and 2/10 = 20%. The teacher will show students how to find equivalent fractions and percents in the abstract by using common denominators when the original fraction has a denominator that is a factor of 100 (1/4 = 25/100 = 25%).  Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?(SEE APPENDIX) Third Period (Elaboration)Independent Activities and/or Meaningful-Use TasksStudents will complete a table in their math journals recording the equivalent forms of fractions and percents through 10/10. Fraction # / 100 Percent 1/2 50/100 50% 2/2 100/100 100% 1/3 33.3 / 100 33.3% 2/3 66.6 / 100 66% 3/3 100/100 100% 10/10 100 / 100 100%  (Ongoing Assessment: How will you monitor student progress throughout the lesson?Check for Mastery (Teacher Evaluation)AssessmentThe teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and will provide additional support for below level students prior to them engaging in the Third Period work.(Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?The teacher will ask the child to name the percent equivalent to a given numeric fraction. The teacher may model an appropriate BCR or SR during this time. The teacher may then assign students to complete another BCR in order to demonstrate their mastery. (Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?Follow-Up Work (Student Evaluation)During the Montessori un-interrupted work period, individuals and small groups of students will select fraction and percent problems sets from a variety of resources. Students will write in their math journals to explain the process of changing fractions to percents.(Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?Extending the LessonThe teacher will observe and re-teach students who have not mastered the concepts and draw attention to points of interest which address an individual’s weakness in understanding. Once students have mastered the concept, the teacher may extend the lesson by showing how to use division to find equivalent fractions and percents when the denominator is not a factor of 100. Students can use a calculator and compare results between the calculator and the centesimal protractor. Montessori Sample Lesson Plan Lesson Title: Identifying Angles-VSC Indicator 4.2.A.1.a and b Age: 6-7 Montessori Materials: Box of Sticks (Statement of Objective: What should students know and do as a result of the lesson?(Key Vocabulary: What critical vocabulary will be part of this lesson?(Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Access Prior Knowledge (Engagement) Students will use Montessori manipulative material in order to identify, compare, and describe angles in relationship to another angle.Whole angle Right angle Obtuse angle Acute angle Straight angle Vertices RayIntroduce the students to stick box. Show the students the different colored sticks and explain that each stick represents a different length. Model for students how to use the push pins to secure the sticks on the board. Ask students to share the types of lessons they have had using the stick box. State that today they will learn how to make angles using the stick box. Give the child two sticks and a push pin. One stick should be slightly longer than the other. Secure both ends and one end of the top stick to the board so that the top stick will act as a sweep hand. (Refer to diagram in your Montessori album.)Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?First Period (Explanation)Introductory and/or Developmental ActivitiesInsert a pencil through the sweep hand and begin to trace a complete 360 degree angle while the child observes. Note that the line traced has nothing to do with the angle. Explain to the child that the space between the two sticks is called an angle. Identify the whole angle is when it goes all the way around. Repeat rotating this time stopping when the sticks form a straight line, explain this is a straight angle. Repeat the exercise as above, this time stopping when the sticks form a right angle. Use the measuring angle from the box and place it in the center of the angle. Explain that because it measures 90 degrees it is called a right angle. Repeat the exercise, stopping when the sticks form an acute angle. Use the measuring angle to show that it is less than 90 degrees and explain that it is called an acute angle. Repeat the exercise, this time stopping when the sticks form an obtuse angle. Use the measuring stick to show it is greater than 90 degrees. Second Period (Exploration)Guided PracticeTeacher will write out a label for each angle: whole angle, straight angle, right angle, obtuse angle, acute angle. Teacher will guide the students in making the angles with the sticks and labeling them. After all the angles have been made and labeled, teacher will remove the labels and mix them up. Teacher will make angles and have the students label them. Ask the child to make a certain angle and then place the proper label with it. As the child makes each angle, ask the child how he/she knows what the angle is. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?Third Period (Elaboration)Independent Activities and/or Meaningful-Use TasksStudents will complete a series of problems using the stick box. Students will work with a partner to create and label angles, students will create booklets showing a variety of acute angles, obtuse angles, and right angles with vertices rotated in different positions. (Ongoing Assessment: How will you monitor student progress throughout the lesson?Check for Mastery (Teacher Evaluation)AssessmentTeachers will provide opportunities for students to demonstrate their knowledge during the second period lessons and will provide additional support for below level students prior to them engaging in the third period work.(Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?Teacher will ask the child to demonstrate how to make angles. The teacher may model an appropriate BCR or SR. Teacher may assign student to complete another BCR or SR in order to demonstrate their mastery. (Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?Follow-Up Work (Student Evaluation)During the Montessori uninterrupted work period individuals and small groups of students will select geometry command cards and continue using the stick box to make angles. Student will write in his/her math journal using key vocabulary from the lesson. (Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?Extending the LessonThe teacher will observe and re-teach students who have not mastered the concepts and will draw attention to points of interest which address an individual’s weakness and understanding. Teacher will gather a group of students to create a yarn web and identify and label angles. Montessori Lesson Plan Lesson Title: Identify Polygons in a Composite Figure 5.2.A.1.b Age: 9-12 Montessori Materials: Constructive Triangles (Statement of Objective: What should students know and do as a result of the lesson?(Key Vocabulary: What critical vocabulary will be part of this lesson?(Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Access Prior Knowledge (Engagement) Students will use Montessori constructive triangle materials in order to identify polygons in a composite figure.Similar, congruent, equilateral, scalene, isosceles, obtuse, acute, right , polygonsTeacher will remove the triangles from the triangular box. Direct students to review nomenclature by placing labels next to triangles, such as equilateral triangle, scalene triangle, right angle triangle. Students will identify similar triangles (large gray equilateral and small red equilateral triangle).Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?First Period (Explanation)Introductory and/or Developmental ActivitiesTeacher will model for students how to create congruent figures by putting the same colored triangles together to form large equilateral triangles. Teacher will explain to the students that these are called constructive triangles because we can use them to build other polygons.  Teacher will model using different combinations of constructive triangles to create new polygons. For example: the large gray equilateral triangle surrounded by three medium obtuse angle isosceles triangles form a large hexagon, two green right angled scalene triangles can come together to form a rectangle or a parallelogram depending on how you place the edges together.  Second Period (Exploration)Guided PracticeTeacher will write labels of new vocabulary terms used during the lesson. Teacher will ask the students to place the label on the appropriate item. Once all items are labeled properly, teacher will remove the labels and mix-up the triangles. Teacher will direct the students in re-labeling the items. Teacher will ask students a variety of questions about the triangle in order to gage students’ understanding of information presented. This is repeated until the children are familiar with the terms and their meanings. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?Third Period (Elaboration)Independent Activities and/or Meaningful-Use TasksStudent will use other triangle boxes in order to create and identify polygons in a composite figure. (Ongoing Assessment: How will you monitor student progress throughout the lesson?Check for Mastery (Teacher Evaluation)AssessmentTeachers will provide opportunities for students to demonstrate their knowledge during the second period lessons and will provide additional support for below level students prior to them engaging in the third period work.(Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?Teacher will ask the child to identify polygons in a composite figure. the teacher may model an appropriate BCR or SR. Teacher may assign student to complete another BCR or SR in order to demonstrate their mastery. (Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?Follow-Up Work (Student Evaluation)During the Montessori uninterrupted work period individuals and small groups of students will select the constructive triangles and create booklets, charts, and nomenclature cards of polygons in composite figures. Students will write in his/her math journal using key vocabulary from the lesson. (Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?Extending the LessonThe teacher will observe and re-teach students who have not mastered the concepts and will draw attention to points of interest which address an individual’s weakness and understanding. Montessori Sample Lesson Plan Lesson Title: Determining Area of a Triangle VSC Indicator 6.3.C.1.a Age: 11-12 Montessori Materials: Yellow Area Material (Statement of Objective: What should students know and do as a result of the lesson?(Key Vocabulary: What critical vocabulary will be part of this lesson?(Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Access Prior Knowledge (Engagement) Students will use Montessori Area Material in order to determine the area of a triangle.Figure, base, height, congruentReview and remind students of previous lessons and activities using the yellow area material (area of a rectangle and area of a parallelogram). Elicit from students that a parallelogram can be transformed into a rectangle. Review with students area of a rectangle = b x h, area of a parallelogram is b x h. Preview any new vocabulary wordsTeacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?First Period (Explanation)Introductory and/or Developmental ActivitiesRemove and identify the isosceles acute triangle. Have students label the base and the height of the triangle. Question students on how to find the area (by making a rectangle). Bring out the divided triangle and show that the two triangles are congruent. Slide the two sections of the divided triangle to form a rectangle with the first triangle. (teacher may review album for pictures) Ask the students to count the units across the base and to count the units across the height to determine the area of the newly formed rectangle. Remove the two sections of the divided triangle and point out that the area of the triangle is half of the area of the rectangle. Second Period (Exploration)Guided PracticeMake labels to place on the triangle. Ask a variety of questions to help the child to verbalize the formula. Move the labels to make the formula (A = ˝ bh). Repeat the process using the right angled scalene triangle, and the obtuse angle triangle. Student may transform the material into a rectangle by doubling and count the squares if needed. Substitute the numbers in the appropriate places of the formula and solve. Emphasize that we have to divide (take half of) the rectangle or parallelogram in order to find the area of the triangle. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?Third Period (Elaboration)Independent Activities and/or Meaningful-Use TasksStudents will use the geometric cabinet to trace triangles, double them, and find half the area of the rectangle or parallelogram formed. Students will perform operations in the abstract using the formula A=1/2 bh. (Ongoing Assessment: How will you monitor student progress throughout the lesson?Check for Mastery (Teacher Evaluation)AssessmentTeachers will provide opportunities for students to demonstrate their knowledge during the second period lesson and will provide additional support for below level students prior to them engaging in the third period work.(Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?Teacher will ask the child to demonstrate concrete and abstract use of formula/ finding area of triangle. The teacher may model an appropriate BCR or SR. Teacher may assign students to complete another BCR or SR in order to demonstrate their mastery. (Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?Follow-Up Work (Student Evaluation) During the Montessori uninterrupted work period individuals and small groups of students will select measurement command cards. Students will use Albanesi cards to complete additional activities. Student will write in his/her math journal using key vocabulary from the lesson. (Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?Extending the LessonThe teacher will observe and re-teach students who have not mastered the concepts and will draw attention to points of interest which address an individua’ls weakness and understanding. Students will create booklets, posters and other presentations of determining area of triangles.  Appendix History of Mathematics More Names for Larger Quantities Research the names for the periods of numbers beyond thousand in the World Book Encyclopedia. Where did these names come from? What do they mean? Does every number have a name? What is the most recently named number? Has there ever been a child to name a number? Write a number that begins with decillions. Label its periods. Write a number that begins with googol. Label its periods where possible. Make up your own names for those periods without official names. Write a number that begins with centillion. Label the periods of numbers. For those periods which do not have official names, leave zeros or make up your own names.  History of Mathematics - What is a Number? Design as many models of the answer to this question as you can in the classroom, “How many years have you lived?” Answer the following questions using the phrase “as many as” and the objects or people in the classroom as comparisons. “How many times did you walk in a line today?” (e.g., “As many times as there are girls at that table”) 1. “How many buttons are on your shirt or dress?” 2. “How many barrettes are in your friend’s hair?” 3. “How many days did you come to school this week?” 4. “How many things on your workplan did you do yesterday?”  History of Mathematics Recording Numbers – The Invention of Numerals B Research the Mayan number system. What was it based on? Why do you think they used this number as their base? When President Lincoln began his Gettysburg Address, “Four score and seven years ago...,” how many years was he referring to? How many are in the English number “one dozen?” Look up the meaning of the number “gross.” What language does this word come from? Why do you think a dozen became such a convenient number to use? List all the factors of one dozen. What is the origin of the number “naught?” Does it remind you of any other words in our language?  History of Mathematics - Recording Numbers – The Invention of Numerals A Research the Sumerian civilization. What types of numerals did they have? Why was 60 an important number to them? Research the Babylonian astronomers. Why did they use the number 360? What other contributions did they make to our knowledge today? Write the following numbers in Egyptian notation: 264 568 197 Do you think the Egyptian system was a good one? Explain one advantage and one disadvantage. Research the Chinese number system. Share your knowledge in an oral presentation to the class.  Rounding and Estimating Introduction to Rounding Whole Numbers - The Decimal System Rounding is a technique used in mathematics which allows us to simplify large numbers and manipulate them mentally with greater ease. The rules for rounding are simple: 1. To round any number to a selected place, examine the number in the previous place. 2. If the number in the previous place is half of ten (5), or more, add one to the selected place. 3. Drop the remaining value of the number in all places less than the rounded place. Presentation One - What Is About a Whole? Tell the students they are going to learn about rounding. To understand rounding, they need to learn how the word "about" is used mathematically. Using familiar objects, for example a measuring cup of water or a sandwich or an apple, demonstrate by removing one small part at a time. Each time a part is removed, ask the question, "Is this about a cup? (or about an apple or about a sandwich?) Establish with each example, that when there is a half or more we say that we have about a whole. Direct Aim: Students will understand the use of the word "about" in rounding, and the importance of one half. Presentation Two - What Is Half of Ten? Prerequisites: Understanding the decimal system, including place value, is foundational to the concepts of estimating whole numbers. Students should have had initial fraction presentations. The concept of one-half must be thoroughly understood and applied to whatever unit of measure is to be estimated. Materials: Golden Bead material and Detachable numeral cards Using Golden Bead material, revisit the places of the decimal system: units, tens, hundreds, and thousands, and their relationships to each other. Review the basic meaning of the decimal system: that each place signifies a quantity ten times greater than the place before it. Review the process of exchanging when a quantity of ten is reached in any place. Have the child get 10 units from the golden beads. Ask her to make these ten units into two equal groups. Identify each group of five units as HALF of ten. Five is half of ten. Label each group of 5 units, half of ten. Move one unit from the first half to the second half. Now the child sees two groups, 4 units and 6 units. Which one is more than half? Yes, 6. Which one is less than half? Yes, 4. Six is more than half of ten. Label the group of 6 units, 6 > half of ten. Four is less than half of ten. Label the group of 4 units, 4 < half of ten. Move another bead from the smaller group into the larger group. Now the child sees two groups, 3 units and 7 units. Which one is more than half? Yes, 7. Which one is less than half? Yes, 3. Seven is more than half of ten. Label (7>half of ten). Three is less than half of ten. Label (3half of ten). Move one more bead from the smaller group to the larger group. The child sees two groups, 1 unit and 9 units. Which is less than half of ten? Which is more than half of ten? Yes, 1 is less than half of ten. Label (1half of ten). Using the detachable numeral cards for units, ask the child to select the numeral which represents half of ten. (5) Place the 5 card on the mat. Label (5=half of ten). Ask the child to select the other numerals which represent quantities less than ten. (4,3,2,1) Place these numerals beneath the 5. Label (< half of ten). Ask the child to select the numerals representing quantities greater than half of ten. (6,7,8,9) Place these numerals above the 5. Label (>half of ten). Repeat this exercise with 10 ten bars and detachable numeral cards for tens to establish that 5 tens equal one-half of 10 tens, or one hundred. Repeat this exercise with 10 hundred squares and detachable numeral cards for hundreds to establish that 5 hundreds equal half of 10 hundreds, or one thousand. Via the child's imagination and logical reasoning, extend this concept throughout the decimal system, so that she understands that 5 in any place represents one-half of the next larger place. Direct Aim: Student will gain experience with concrete materials and corresponding symbols of the concept of half of ten. Presentation Three - Rounding Lay out 10 units, 10 tens, and 10 hundreds in their appropriate places on the mat. Ask the child if she remembers the process for exchanging in the decimal system. Have her verbalize that every time we find 10 of any order (units, tens, hundreds, etc.), we exchange - the search for ten. Allow the child to complete the exchanging process with the golden beads you placed on the mat. Explain that today we will learn a technique called rounding. The purpose of rounding is to make it easier for us to work with large numbers mentally. The rules of rounding are much like the rules of exchanging, with some variations. Ask the child to lay out 4,681 on the mat with the golden beads. Explain that we will now experience what rounding means by following some simple rules. The basic rule for rounding states: When rounding to a specific place, examine the quantity in the previous place. If this quantity is one-half of ten or more, we exchange it for one more in the rounded place, returning any quantities smaller than that place to the bank. We call this rounding up. If the quantity in the previous place is less than one-half of ten, we leave the value of the rounded place as it is, returning any quantities smaller than that place to the bank. We call this rounding down. We will now round 4,681 to the tens place. What is the place before the tens? (units) What is one-half of ten? (5) Which values are one-half of ten or more? (5, 6, 7, 8, 9) Which values are less than one-half of ten? (4, 3, 2, 1) What is the value in the units place? (1) Is this five or more? (no) Round down! Put the unit back in the bank. What is our number now? (4,680) We have just rounded it to the tens place. We can say (and write) that 4,681 is about 4,680. We rounded down! Compose another number (352) to round to the hundreds place. Ask the child, What is the place before the hundreds place? (tens) Is the number in the tens place 5 or more? Yes! Round the hundreds place up to 400 and return the tens and units to the bank. We can now write and say that 352 rounded to the hundreds place is 400. This is called rounding up. Front-end rounding is the name given to rounding the largest place of a numeral. Ask the older children to compare and contrast the process of rounding with that of exchanging in the decimal system in their math journals, using correct nomenclature for each. Extensions - Estimating: When estimating length, height, perimeter, or area, standard units of English and metric linear and square measurement must be previously experienced and understood. Digital and analog clocks and the basic units of time measurement of must be understood to estimate time. Units for measuring weight and liquid must be explored and their relationships established in order for estimation in these areas to be meaningful. Degrees Celsius and Fahrenheit and their correlation with temperature must be previously known before estimating temperature. Fractions and their decimal equivalents are the key domains preceding the estimation of mixed numbers and money. Direct Aim: Student will understand the process of rounding and how it compares to exchanging. Presentation Four - Rounding Decimal Numbers When decimal concepts and numerals are understood by the students, rounding work may begin. Use the decimal board or the decimal golden mat and the decimal numeral cards to create quantity and symbol representing decimals. Apply the same rules for whole numbers to round decimals to various places. Calculators Materials: Calculator diagram, white board and markers, calculators (enough for a small group) Presentation: Place calculator diagram on lesson mat. Calculators are wonderful tools. We can use them to quickly complete equations. When do you think it would be useful to use a calculator? On white board write addition equation: 5 + 2 = 7. Using the diagram, identify the keys used to compute the equation. Distribute calculators. Invite children to compute the equation. Continue lesson with equations for all previously introduced operations: +, , x, ˜ Direct Aim: To familiarize children with the calculator. Extensions: Represent decimals to hundredths on a calculator. Use the calculator to do multiplication with more than two digits in the multiplier. Use the calculator to do or verify division and interpret results. Montessori Problem Solving Sequence Reading Skills in Problem Solving Story problems should be part of the daily reading program of the elementary child. Familiarity with mathematical nomenclature and thinking, modeled on a daily basis by the teacher and classmates, will allow each child to move naturally into practical application of mathematical knowledge. There are many children’s books available from the library, which enhance mathematical thinking skills while making reading about math a joy. Prerequisite Skills The domain of problem solving concerns the application of mathematical knowledge to real life situations. There are five sub skills required for children to experience success in this area: 1. Language: understanding the language used in identifying the four basic operations (addition, subtraction, multiplication, and division); 2. Modeling: the ability to picture in concrete ways the interactions and relationships described in the situation; 3. Calculating: calculating skills, including use of calculators, for performing operations with whole numbers, fractions, and integers; 4. Symbolizing: understanding the symbols and meanings of number sentences (equations and inequalities expressing relationships between quantities using symbols); 5. Writing Skills: explaining the process of solving the problem. Skill One: Language of the Four Basic Operations Materials Write the words listed below on cards with the symbol for the operation on the back. Have the children sort the words into columns with the operational symbol at the top of each column. Make a chart for control of error. Addition/ Multiplication Key WordsSubtraction Key Words Multiplication Key Words Division Key Words combine in all altogether total added buy add collect plus bring put together gather how many how much how often increase include more difference greater than more than less than fewer than older than years ago younger than remaining left give away sell went away take away missing left over extra enough same each bundle of times groups of teams of sets of groups in all groups altogether squared cubed in each herd on each team in each box laps in each crayons per race box sharing dividing taking apart separating equal groups equal shares equal parts in each how many groups how many per equal sections shared equally equal amounts splitting apart how many in each get laps per race each group divided each group how many on each teams boxes team Skill Two: Modeling the Problem In order for the child to manipulate the information in a story problem, she must first understand the situation. This can be facilitated in a variety of ways: 1. Choose children to act out the parts of the story. Encourage them to use objects in the environment to make the situation concrete. 2. Encourage the child to use the golden beads and other Montessori materials in the classroom in a variety of ways to illustrate the dynamics of the situation. For example, if the story describes sharing a pizza, use the fraction insets for the dividing process. 3. Model for the children how to draw the characters and dynamics of the situation in a variety of ways. 4. Create the quantities described in the situation with Montessori materials or other objects in the environment. Label these quantities, telling what they represent. 5. Create a label for the information you want to know. 6. Use the real children and the real things in the environment as the basis of the story problems. Make up one story every day for the whole class to solve, using the names and interests of the children in the classroom. Skill Three: Calculating Children should use a wide repertoire of calculating tools in the classroom environment to solve story problems. The Golden Bead material is applicable to all situations. The stamp game, bead frames, the checkerboard, charts of simple equations, and all math materials can and should be used in reference to real life situations, both in initial presentations and in daily practice. The use of calculators is allowed in many testing situations. Using the calculator is an opportunity for the child to focus on the concept of number sentences. Skill Four: Symbolizing the Problem Overview: A number sentence is an expression, written in mathematical symbols, of relationships between numerical or spatial quantities. Number sentences can be equations or inequalities. The most frequently used symbols in number sentences are as follows: + add < is less than - subtract > is greater than x multiply E" is congruent to ÷ divide H" is approximately equal to = is equal to % percent `" is not equal to In a number sentence, quantities and symbols are combined to show relationships. Number sentences represent the procedure used to solve the problem. A number sentence is also the expression of the active process of solving problems to establish these relationships. Four birds sat on a tree branch. Two flew away. How many are left? The number sentence reflects the thinking process: 4 birds (at first) " 2 birds (flew away) = 2 (left) Sequence is an important factor in writing number sentences. (Commutative and associative properties of addition and multiplication are relevant here.) Using a calculator is a good way to focus on creating number sentences. The number sentence is exactly the sequence of buttons you push on the calculator to find the correct answer to the equation. Conversely, any number sentence may be solved with a calculator by entering its symbols correctly in sequence. Materials: 1. paper slips with symbols: >, <, = 2. small items from environment: pencils, crayons, erasers, etc. Presentation: Invite children to organize into two groups. Ask children to compare groups. Summarize the children's findings. Explain that in mathematics, if one group has more members we say that it is greater than the other group. The group with fewer members is said to be less than the other group.Organize children into two groups of the same number. Explain that if there are the same number of members in both groups, the groups are called equal. Place a group of 7 pencils and a group of 4 crayons on the lesson mat. Place symbol slips on mat. Place > symbol between the groups. Review the symbols for greater than and less than. Explain that this symbol means greater than. The group of pencils is greater than the group of crayons. 2. Reverse groups on mat. Place < symbol between the groups. This symbol means less than. The group of crayons is less than the group of pencils. 3. Organize both groups into equal amounts. Place = symbol between groups. This symbol means equal to. The group of crayons is equal to the roup of pencils. 4. Remove items from mat. Continue three-period lesson. Show me the greater than symbol. What is this symbol? 5. Invite the children to create their own groupings and place symbols. Extensions: Create number sentences requiring placement of >, <, and =. Create similar games for the other symbols as needed. Direct Aim: Student will identify >, <, and = symbols and apply concept to number sentences. Control Of Error: Teacher Writing Skills in Problem Solving Initially, first year elementary students may be asked to draw representations, give oral explanations, and write number sentences for story problems. As their writing skills increase, they should label the parts of their drawing and write simple sentences. Their math journals will be a vehicle for developing the ability to analyze and sequence the steps of their mathematical explorations. As they move toward mastery, they will be guided to explain in detail the how and why of applying their mathematical knowledge to real life situations. Putting it All Together: Mathematical Thinking Skills The process of mathematical thinking and the language that facilitates it can be effortlessly imparted on a daily basis in any Montessori classroom. In the beginning, highlight a particular mathematical concept, exploring the language needed to understand it and giving concrete presentations to illustrate its process. 1. Language: Create a story about one of the children in the class, and ask the children what mathematical questions arise in their minds. Ask them to predict what they think they will find out. For example, will their answer by more or less? Show how to investigate the language of the story, like a detective, to find the clues that will reveal the operation to be followed. 2. Modeling: Ask helpers to act out the story or show how to draw a representation of the story or ask a child to use concrete materials to show the problem. 3. Calculating: Have a child calculate the answer with materials. Ask the children if this answer makes sense. 4. Symbolizing: Ask the children to explain what happened in the story and how the problem was solved. Create a number sentence to show what has been done. Model writing the steps, in sequence, as the children describe them, then use the calculator to verify the number sentence. 5. Writing about Math: Ask the students to explain what they wanted to find out, and what they did to find it. Beginning students may simply make drawings and label them. Third year students should be able to write an analysis of a multi-step problem solving process. After being guided through the steps of this process of mathematical thinking, the children will begin to internalize it. On subsequent days, they will anticipate the questions, the steps, the thinking, and develop fluency with the mathematical language used to explain these. As each new concept arises to be explored, this same format will be used to extend and integrate the children’s ability to apply mathematical knowledge to real life situations. The children following this format will very soon begin to formulate their own story problems from their home and classroom experiences. They will see mathematical questions and their answers everywhere they look. They will model for each other and extend each other’s thinking in their day to day work with numbers. Independence in Solving Story Problems Prerequisite: Students should have worked with the activity: “Language of the Four Basic Operations” and the teacher should have modeled the five skills of problem solving many times with the whole class. Materials: • “Language of the Four Basic Operations” chart • labels: Find Important Information Picture the Situation Write a Number Sentence Calculate and Check Explain Presentation: Review the “Language of the Four Basic Operations” chart. Say: “Today we are going to discuss how to solve story problems. Within every story problem is a math equation for you to solve. Solving a story problem is like solving a puzzle. It can be fun if you follow five easy steps.” Place the following problem on the mat and ask children to read it aloud:  Place the first label “Find Important Information” on the mat. Say: “The first step in solving a story problem is to find the important information. What question do we see here?” When children identify the question, underline it. Ask: What numbers do you see in the story?” When the children find them, circle the numbers 12 and three. Ask: “Do you see any of the language of the four basic operation in this story?” Children should be able to identify “left” as a key word for subtraction. Circle the word “left.” Finally, ask children to predict if the answer will be larger than 12 or smaller. Place the second label “Picture the Situation” on the mat. Say: “The second step in solving a story problem is to picture the situation. What are some ways that we can solve this story problem? Invite children to choose their own method (For example: the children might use skittles from the stamp game to represent the 12 children playing. A ruler could represent the slide. A book could be the jungle gym. A paper could represent the swings. Each item should be labeled. ) Place the third label “Calculate and Check” on the mat. Say: “The third step in solving a story problem is to calculate the answer.” Have the children enact the situation with the model they have created. (In the above example, three skittles will move to the slide, leaving nine at the swings.) Then ask what is the answer to the question, and does the answer make sense? Twelve children were playing and three went away. Should the answer be larger than twelve or smaller? Invite discussion. Emphasize checking the reasonableness of the answer. Place the fourth label “Write a Number Sentence” on the mat. Say: “The fourth step in solving a story problem is to write a number sentence. How many children were on the swings? How many children left to go play on the slide? What mathematical operation did we determine was needed?” Write the number sentence (12 children – 3 children = 9 children.) Have one of the children check the answer with one of the Montessori materials or a calculator. Place fifth label “Explain” on the mat. Say: “The fifth step in solving a story problem is to explain how you got your answer.” Invite children to write about their approach to this story problem. Extensions: Children create their own story problems. Direct Aim: Student will identify the five steps to successful problem solving. Control of Error: Materials, Teacher Key Terms +combinein all how oftenaltogethertotaladded More buyaddcollect increaseplusbringput together Includegatherhow manyhow much  - Difference take away  greater than  sell more thanless than extra  fewer than  missing older than Left over years ago younger than  enough  remaining Give away Leftwent away took away x same each  squared on each team  bundle of times groups of  in each boxlaps in each race teams of sets of groups in all crayons per box on each team  groupsal-togetherin each herd  cubedmiles one way ÷ sharing laps per race dividing  taking apart separating on eachequal groups  equal shares equal parts each group each get how many groupsHow many per teams splitting apart how many in allequal sections  Problem Solving Strategies (Ages 6-12) Introduction to Problem Solving with Addition First Period: (Engagement) Read the story problem together. “Ms. Orbos has 8 red crayons and 6 blue crayons for the art project. How many crayons does she have in all?” Instruct the students to get 8 red crayons and 6 blue crayons. Say: “What are we going to do with these crayons to answer the question? What is the question?” (How many crayons does she have in all?) Record student responses on board. (add them, put them together, count them, combine, etc.) What words in the question told you to add? (and / in all) “And” and “in all” are key words for addition. What other words did you think of that mean addition? (put them together, combine, gather, total). There are many key words that mean addition. Show card set with addition key words. “Let’s practice using the words for addition with our crayons.” Have the children demonstrate, “Combine the 8 red and the 6 blue crayons. What is the total ?” “Collect 8 red crayons and 6 blue crayons. How many do you have altogether?” “Do these words tell us to do the same thing as before?” Have students pick a card from the addition key word card set and make up a story problem using addition and tell it to a partner. Second Period: (Guided Exploration) Review the addition key word card set. Read the story problem together. Joey collected 20 stamps from Italy and 30 stamps from Canada. How many stamps did he collect altogether? What are the key words in the story problem? (collect, and, altogether) Use the golden beads to show the numbers in the story. (2 tens and 3 tens) What is the answer? (5 tens or 50) Let’s write our work in a number sentence. A number sentence uses numbers and math symbols to tell what we did. 20 + 30 = 50. The key words tell us which symbol to use. Have students pick a card from the addition key word card set and make up a story problem using addition with golden beads and write it as a number sentence. Share with a partner. Second Period: (Independent Exploration) Get the addition key word card set and a stamp game from the shelf to help you solve the following problems. Follow the 4 steps below: 1. Write down the key words that tell you to add. 2. Use the stamps to show the numbers. 3. Find the answer. 4. Write a number sentence to show your work. Mrs. Brown collected 10 children from one class and 4 more children from another class to go to the library. What is the total number of children going to the library? Mark brought 20 chocolate and 10 oatmeal cookies for the party. How many cookies did he bring in all? The class bought 10 bananas and 20 pears for the picnic. How many pieces of fruit did they bring altogether? Second Period: (Explanation) Read the story problem together: Tim put together 20 blue marbles and 8 red marbles in a box. How many marbles are in the box? Follow the 4 steps below: 1. Write down the key words that tell you to add. 2. Use the stamps to show the numbers. 3. Find the answer. 4. Write a number sentence to show your work. Now we will explain how we know our answer is correct. What did you do first to find the answer? What did you do second? Third?” Summarize students’ responses in a sentence or sentences on the board. (Example: We got 20 stamps and added 30 more stamps to make 50.) Have students copy the sentence. Third Period: (Evaluation) Read the following story problem: I ate 3 peanuts. I ate 2 more peanuts. How many peanuts did I eat altogether? Which of the following key words tells you to add? How many peanuts altogether Use golden beads to do the problem, then choose the picture that shows what you did. OOO + OOO = OOOOOOOOO + OO = OOOOO O + OOO = OOOO 3. How many peanuts did I eat altogether? 9 13 5 6 4. Choose the correct number sentence to show the work you did in the problem. 3 + 3 = 6 3 + 2 = 5 5 + 5 = 10 1 + 3 = 4 Third Period – (Evaluation) Students will read the story problem and complete the 5 steps independently. Rachel found three frogs in her backyard. After the rain, she found 5 more. How many frogs did Rachel find altogether? Key words: Make a model with materials or by drawing: Find the answer: Write the number sentence: Explain how you know your answer is correct using words and numbers: Introduction to Problem Solving with Subtraction First Period: (Engagement) Read the story problem together. Lena caught 10 crickets in the field. She put them in a shoebox. Four of the crickets got away. How many are left? Instruct the students to get 10 paper clips or chips or marbles to represent the 10 crickets. Say: “What are we going to do with these paper clips to answer the question? What is the question?” (How many crickets were left?) Record student responses on board. (subtract 4, take away 4, make 4 jump away, let 4 escape) What words in the question told you to add? (got away/left) “Got away” and “left” are key words for subtraction. What other words did you think of that mean subtraction? (take away, jump away, escape). There are many key words that mean subtraction. Show card set with subtraction key words. “Let’s practice using the words for subtraction with our paper clips.” Have the children demonstrate, “I have 10 paper clips and give away 4. How many remain?” “I have ten paper clips. You have 4. What is the difference?” “I have 100 paper clips and you have 4. How many more do I have than you?” “Do these words also tell us to subtract?” Have students pick a card from the subtraction key word card set and make up a story problem using subtraction. Second Period: (Guided Exploration) Review the subtraction key word card set. Read the story problem together. Andrea is eight years old. Her sister is four. How much older than her sister is Andrea? What are the key words in the story problem? (older than) Use the subtraction strip board to show the numbers in the story. (8 and 4) What is the answer? (4) Let’s write our work in a number sentence. A number sentence uses numbers and math symbols to tell what we did. 8 – 4 = 4. The key words tell us which symbol to use. Have students pick a card from the subtraction key word card set and make up a story problem using the subtraction strip board. Write it as a number sentence. Share with a partner. Second Period: (Independent Exploration) Get the subtraction key word card set and the golden beads from the shelf to help you solve the following problems. Follow the 4 steps below: 1. Write down the key words that tell you to subtract. 2. Make a model using materials from the classroom or by drawing a diagram. 3. Find the answer. 4. Write a number sentence to show your work. Mrs. Brown invited 14 of her students to a lesson. At 10:00 three of them had to go to the library for TAG. How many students finished the lesson with Mrs. Brown? Mark brought 20 chocolate cookies for the party. After the party, there were 2 cookies left on the plate to take home. How many cookies were eaten? The class brought 20 bananas and 10 pears for the picnic. How many more bananas than pears did they bring? Second Period: (Explanation) Read the story problem together: Tim had 20 blue marbles in a box. After losing six of them playing marbles, how many marbles remained in the box? Follow the 4 steps below: 1. Write down the key words that tell you to add. 2. Make a model to show the problem, using materials or by drawing. 3. Find the answer. 4. Write a number sentence to show your work. “Now we will explain how we know our answer is correct. What did you do first to find the answer? What did you do second? Third?” Summarize students’ responses in a sentence or sentences on the board. (Example: I drew 20 marbles and crossed out 6. 20 – 6 = 14. 14 marbles remained in the box.) Students may copy the explanation from the board. Third Period: (Evaluation) Jane bought 15 bugs for her tarantula to eat in two weeks. If it ate 7 bugs the first week, how many were left to eat the second week? 1. Which of the following key words tells you to subtract? how many left bugs 2. Use golden beads to do the problem, then choose the picture that shows what you did. OOOOOOOOOO OOOOO - OOOOOOO = OOOOOOOO OOOOOOOO + OOO = OOOOOOOOOOO OOOOOOOOOOOOOOO - OOO = OOOOOOOOOOOO  3. How many bugs were left to eat the second week? 8 15 7 2 4. Choose the correct number sentence to show the work you did in the problem. 7 – 2 = 5 15 – 2 = 13 15 – 7 = 8 15 – 15 = 0 Third Period – (Evaluation) Students will read the story problem and complete the 5 steps independently. Rachel counted 23 worms in her backyard after the rain. The next day, when it was hot and sunny, she only counted 11. How many more worms did Rachel count on the rainy day than on the sunny day? Key words: Make a model with materials or by drawing: Find the answer: Write the number sentence: Explain how you know your answer is correct using words and numbers: Extension Take the white card sets for addition and subtraction key words and mix them together. On a mat, lay out an addition and subtraction symbol. Sort the cards into two columns by deciding whether the key word indicates addition or subtraction. Check your work with the control of error on the back of the cards. Copy the lists into your notebook. Introduction to Problem Solving with Multiplication First Period: (Engagement) Read the story problem together. Brian wants to bring cookies for the class to celebrate his birthday. He wants to give each of his friends 2 cookies. There are 20 students in Brian’s class. How many cookies does he need to bring in all? Instruct the students to use bead bars to make a model of the problem. Say: “What are we going to do with these bead bars to answer the question? What is the question?” (How many cookies were does he need in all?) Record student responses on board. (get a 2 for each student, get a 2 twenty times, count twenty twos, add 2 twenty times, put together twenty two bars, multiply 20 times 2) What words in the question told you to make groups of the same number? (each) What words in the question told you to add? (in all) “Each” and “in all” are key words for multiplication. Multiplication is adding the same number a certain number of time. What other words did you think of that mean multiplication? (times) There are many key words that mean multiplication. Show card set with multiplication key words. “Let’s practice using the words for multiplication with our bead bars.” Have the children demonstrate, “I have 3 boxes with 8 crayons in each. How many crayons altogether?” “I read two chapters of my book each day for 5 days. How many total chapters did I read?” “Six basketball teams have six players each. How many players on all six teams?” “There are four herds of buffalo with 50 in each herd. How many buffalos altogether? “Do these words also tell us to multiply?” Have students pick a card from the multiplication key word card set and make up a story problem using multiplication with bead bars. Share with a partner or the group. Second Period: (Guided Exploration) Review the multiplication key word card set. Read the story problem together. Sharyse wants to make a necklace for herself and her two best friends. She needs eight beads for each necklace. How many beads does Sharyse need altogether? What are the key words in the story problem? (and/each/altogether) Draw a diagram to show the numbers in the story. (3 friends, 8 beads) What is the answer? (24) Let’s write our work in a number sentence. A number sentence uses numbers and math symbols to tell what we did. 3 x 8 = 24. The key words tell us which symbol to use. Have students pick a card from the multiplication key word card set and make up a story problem using drawing to model the problem. Write it as a number sentence. Share with a partner. Second Period: (Independent Exploration) Get the multiplication key word card set and the golden beads from the shelf to help you solve the following problems. Follow the 4 steps below: 1. Write down the key words that tell you to multiply. 2. Make a model using materials from the classroom or by drawing a diagram. 3. Find the answer. 4. Write a number sentence to show your work. Devin plays basketball after school on a neighborhood team. His team competes against other teams in his league. There are 6 players on the teams and 5 teams in the league. What is the total number of basketball players in the league? Bianca helped her teacher sort crayons onto 7 trays for a class art project. She placed 6 different colors on each tray. How many crayons were needed for the art project in all? Karessa set up tables for a class party. She placed 4 chairs at each of 6 round tables. How many chairs did Karessa place altogether? Second Period: (Explanation) Read the story problem together: Kandace likes to run races. She ran 3 laps around the track every day after school for one week. How many laps did Kandace run after school that week? Follow the 4 steps below: 1. Write down the key words that tell you to multiply. 2. Make a model to show the problem, using materials or by drawing. 3. Find the answer. 4. Write a number sentence to show your work. “Now we will explain how we know our answer is correct. What did you do first to find the answer? What did you do second? Third?” Summarize students’ responses in a sentence or sentences on the board. (Example: I read the problem. I made a diagram with the school days. 5 x 3 = 15, so she ran 15 laps that week.) Students may copy the explanation from the board. Third Period: (Evaluation) Read the following story problem: Ronald loves to go with his dad to race his Ferrari at the racetrack. Ronald’s dad races his Ferrari around the track one time in 3 minutes. How many minutes will it take his dad to race around the track 7 times? 1. Which of the following key words tells you to multiply? how many times Ferrari 2. Use bead bars to do the problem, then choose the picture that shows what you did. OOOOOOOOOO OOOOOOOOOO OOOOOOOOOO OOOOO OOOOO OOOOO OOO OOO OOO OOO OOO OOO OOO  3. How many minutes will it take Ronalds’s dad to race around the track 7 times? 7 3 21 25 4. Choose the correct number sentence to show the work you did in the problem. 7 x 3 = 21 3 x 5 = 15 7 + 3 = 10 3 x 8 = 24 Third Period – (Evaluation) Students will read the story problem and complete the 5 steps independently. Rebecca’s guinea pig had babies for the third time. In each litter there were four baby guinea pigs. How many babies has Rebecca’s guinea pig had so far? Key words: Make a model with materials or by drawing: Find the answer: Write the number sentence: Explain how you know your answer is correct using words and numbers: Use the rubric to score your work. Extension Take the white card sets for addition, subtraction and multiplication key words and mix them together. On a mat, lay out the symbols for addition, subtraction and multiplication. Sort the cards into three columns by deciding whether the key word indicates addition,subtraction or multiplication. Check your work with the control of error on the back of the cards. Copy the lists into your notebook. Introduction to Problem Solving with Division First Period: (Engagement) Read the story problem together. There are 24 chairs and 6 tables in the classroom. If each table has the same number of chairs, how many chairs will we place at each table? Instruct the students to use the Stamp Game to make a model of the problem. Say: “What are we going to do with these stamps to answer the question? What is the question?” (How many chairs will we place at each table?) Record student responses on board. (e.g., use skittles for tables, get out 24 stamps for chairs, pass out the stamps to the skittles, divide 24 stamps around 6 skittles, make 6 groups of chairs) What words in the question told you to make equal groups? (same) What words in the question told you to divide? (place at each) “Place at each” and “same” are key words for division. Division is making equal smaller groups from a larger number. What other words did you think of that mean division? (pass out, make groups of) There are many key words that mean division. Show card set with division key words. “Let’s practice using the words for division with our stamps.” Have the children demonstrate, “I have eighteen crayons to put into 3 boxes. How many crayons will be in each box, if each box has an equal number of crayons?” “Donna and her sister want to share the gummy bears equally. If they share 12 gummy bears, how many will they each get?” “I have fifteen fish to put into five fish tanks. If each tank has the same number of fish, how many fish will be in each tank?” “Twenty-four kids want to play basketball on the neighborhood teams. If each team needs six players, how many teams can be formed?” “Do these words also tell us to divide?” Have students pick a card from the division key word card set and make up a story problem using division with stamps. Share with a partner or the group. Second Period: (Guided Exploration) Review the division key word card set. Read the story problem together. Sharyse wants to make a necklace for herself and her two best friends. She has 24 beads. If she puts an equal number of beads on each necklace, how many beads will be on each necklace? What are the key words in the story problem? (and/equal/each) Draw a diagram to show the numbers in the story. (3 neckalces, 24 beads) What is the answer? (8) Let’s write our work in a number sentence. A number sentence uses numbers and math symbols to tell what we did. 24 ÷ 3 = 8. The key words tell us which symbol to use. Have students pick a card from the division key word card set and make up a story problem drawing a diagram to model the problem. Write it as a number sentence. Share with a partner. Second Period: (Independent Exploration) Get the division key word card set and the golden beads from the shelf to help you solve the following problems. Follow the 4 steps below: 1. Write down the key words that tell you to divide. 2. Make a model using materials from the classroom or by drawing a diagram. 3.Find the answer. 4. Write a number sentence to show your work. 5.Write an explanation using words, numbers and key words to explain how you know your answer is correct. Bianca is helping her teacher sort crayons onto trays for a class art project. She has 35 crayons to divide evenly among 5 trays. How many crayons will Bianca put on each tray? Carmen’s mom drives 50 miles in the carpool each week. Since there are 5 school days in a week, how many miles does Carmen’s mom drive in a day? If two brothers share 36 baseball cards evenly, how many will they each get? Second Period: (Explanation) Read the story problem together: Kandace is a track star. This weekend she ran 14 laps around the track in 7 different races. How many laps were in each of Kandace’s races? Follow the 5 steps below: 1. Write down the key words that tell you to divide. 2. Make a model to show the problem, using materials or by drawing. 3. Find the answer. 4. Write a number sentence to show your work. “Now we will explain how we know our answer is correct. What did you do first to find the answer? What did you do second? Third?” Summarize students’ responses in a sentence or sentences on the board. (Example: I read the problem. I made a diagram of 7 races and 14 laps. 14 ÷ 7 = 2, so she ran 2 laps in each race.) Students may copy the explanation from the board. Third Period: (Evaluation) Read the following story problem: Missy arranged 60 cookies on 5 plates. If each plate had an equal number of cookies, how many cookies did Missy put on each plate? 1. Which of the following key words tells you to divide? how many on each cookie 2. Use golden beads to do the problem, then choose the picture that shows what you did. OOOOOOOOOOOO OOOOOOOOOOOO OOOOOOOOOOOO OOOOOOOOOOOO OOOOOOOOOOOO OOOOO OOOOO OOOOO OOOOO OOOOO OOOOO OOOOO OOOOO OOOOO OOOOO OOO OOO OOO OOO OOO OOO OOO OOO OOO OOO OOO OOO  3. How many cookies were on each plate? 7 12 5 60 4. Choose the correct number sentence to show the work you did in the problem. 5 x 10 = 50 60 ÷ 5 = 12 60 ÷ 10 = 6 60 ÷ 6 = 10 Third Period – (Evaluation) Students will read the story problem and complete the 5 steps independently. Rebecca’s guinea pig had 12 baby guinea pigs in three different litters. Each litter had the same number of babies. How many baby guinea pigs were in each litter? Key words: Make a model with materials or by drawing: Find the answer: Write the number sentence: Explain how you know your answer is correct using words and numbers. Problem Solving Activity Cards (Ages 6-12) Problem Solving Practice - Addition 1. Find the key words and numbers. 2. Show the numbers using beads. 3. Calculate the answer. 4. Write a number sentence. 5. Use what you know about addition to  explain your answer, using words and numbers. 1. Jim collected 10 green and 6 blue pencils. How many pencils did he collect altogether? 2. Don collected 20 red and 8 blue pencils. How many pencils did he collect altogether? 3. Sam collected 40 green and 7 blue pencils. How many pencils did he collect altogether? 4. Tom collected 50 red and 5 blue pencils. How many pencils did he collect altogether? 5. Ben collected 30 brown and 9 red pencils. How many pencils did he collect altogether?  Problem Solving Practice - Addition • Find the key words and numbers. • Show the numbers using ten bars. • Calculate the answer.  • Write a number sentence. • Use what you know about addition to explain your answer with words and numbers. 1. There are 40 jellybeans in the jar. Joe added 10 more. How many jellybeans are in the jar? 2. There are 10 jellybeans in the jar. Ann added 50 more. How many jellybeans are in the jar? 3. There are 30 jellybeans in the jar. Bob added 40 more. What is the total number of jellybeans? 4. There are 20 jellybeans in the jar. Sue added 50 more. What is the total number of jellybeans? 5. There are 60 jellybeans in the jar. Tim added 30 more. What is the total number of jellybeans?  Problem Solving Practice - Addition U.S. Money • Find the key words and numbers. • Show the numbers using coins. • Calculate the answer. • Write a number sentence. • Explain your answer, using words and numbers. 1. There are four dimes and two quarters in my pocket. How much do I have in my pocket? 2. There are three nickels and one dime in my pocket. How much do I have in my pocket? 3. There are two quarters and one nickel in my pocket. How much do I have in my pocket? 4. I have 10 pennies in my pocket. I added 6 pennies more. How much do I have in my pocket altogether? 5. I have two dimes in my pocket. I added five pennies more. How much do I have in my pocket altogether?   Problem Solving Practice - Addition • Find the key words and numbers. • Show the numbers using a ruler. • Calculate the answer. • Write a number sentence. • Explain your answer, using words and numbers.  1. A ladybug crawled 10 cm east. It continued crawling 8 cm more. How far did it crawl in all? 2. A ladybug crawled 16 cm east. It continued crawling 6 cm more. How far did it crawl in all? 3. A ladybug crawled 20 cm east. It continued crawling 9 cm more. How far did it crawl in all? 4. A ladybug crawled 24 cm east. It continued crawling 10 cm more. How far did it crawl in all? 5. A ladybug crawled 30 cm east. It continued crawling 7 cm more. How far did it crawl in all?  Problem Solving Practice - Addition U.S. Money • Find the key words and numbers. • Show the numbers using coins. • Calculate the answer. • Write a number sentence. • Explain your answer, using words and numbers. 1. Anne collected one half dollar and four nickels from Bob. How much did Anne collect in all? 2. Anne collected three quarters and five nickels from Ben. How much did Anne collect in all? 3. Anne collected one half dollar and six dimes from Sam. How much did Anne collect in all? 4. Anne collected two quarters and 3 pennies from Jane. How much did Anne collect in all? 5. Anne collected seven dimes and nine pennies from Joe. How much did Anne collect in all?   Problem Solving Practice – Addition, Fractions • Find the key words and numbers. • Show the numbers using a ruler. • Calculate the answer. • Write a number sentence. • Explain your answer, using words and numbers. 1. Jane ate 1/4 of the pie. I ate 2/4 of the pie. How many portions of the pie did we eat altogether? 2. Jane ate 1/3 of the pie. I ate 1/3 of the pie. How many portions of the pie did we eat altogether? 3. Jane ate 1/5 of the pie. Jim ate 2/5 of the pie. I ate 1/5 of the pie. How many portions of the pie did we eat altogether? 4. Jane ate 4/7 of the pie. I ate 2/7 of the pie. How many portions of the pie did we eat altogether? 5. Jane ate 2/8 of the pie. Jim ate 1/8 of the pie. I ate 3/8 of the pie. How many portions of the pie did we eat altogether?  Problem Solving Practice - Subtraction • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Show the numbers with materials or by drawing. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction to explain your answer, using words and numbers. 1. There were twenty-four trading cards on the table. Later there were only four cards o the table. How many are missing? 2. There were thirty-three toy men in the box. Later there were sixteen toy men. How many are missing? 3. There were eighteen cookies in the cookie jar. Later there were three cookies in the jar. How many are missing? 4. There were twelve sheep in the pen. Later there were only eight. How many are missing? 5. There were thirty-five birds in the cage. Later there were only twelve. How many are missing?  Problem Solving Practice - Subtraction • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Show the numbers with materials or by drawing. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction to explain your answer, using words and numbers. 1. There were cookies and Popsicles for snack. Fifteen cookies were eaten. Seven Popsicles were eaten. How many more cookies than Popsicles were eaten? 2. There were twenty bananas and six oranges eaten for snack. How many more bananas than oranges were eaten? 3. There were Eskimo pies and fudgesicles for snack. Eleven Eskimo pies were eaten and nine fudgesicles were eaten. How many more Eskimo pies than fudgesicles were eaten? 4. There were cheese crackers for snack. Tammy ate twenty-six and Reggie ate thirteen. How more did Tammy eat than Reggie?  Problem Solving Practice - Subtraction • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Show the numbers with materials or by drawing. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction to explain your answer, using words and numbers. 1. Maria wanted to buy a vase. It cost $1.00 but she did not have enough money. She only had $.75. How much more did she need? 2. Dimone wanted an action figure. It cost eighty-seven cents. He only had seventy-eight cents. How much more does he need? 3. Helen wanted a book. It cost four dollars and ninety-five cents. She had three dollars and fifty cents. Did she have enough? How much more did she need? 4. Marcy and Patty wanted to share a pizza. Together they had five dollars. The pizza was eight dollars and forty-seven cents. How much more did they need? 5. Matt wanted to ride the Ferris wheel. It cost $3.50. He only had $2.50. How much more did he need?  Problem Solving Practice - Subtraction • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Show the numbers with materials or by drawing. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction to explain your answer, using words and numbers. 1. There were eight boys and seven girls and one boy left. Then eight boys came and three girls left. Then six girls and nine boys came and four more girls came and five boys left. How many children were there then? 2. There were seven gulls, three pelicans and eight sandpipers on the beach. Four gulls flew away. Then six more pelicans, nine more gulls and eight more sandpipers came. Then two pelicans left. Six more gulls and nine more sandpipers came. Seven sandpipers left. How many birds were left on the beach? 3. There were eight deer, three raccoons, five rabbits and two squirrels in the field. The eight deer ran away. Then six more deer and nine more rabbits came into the field. Four deer left and nine more squirrels came into the field. Eight squirrels left. Six more raccoons, two more rabbits and six more deer came into the field. How many animals were there in the field then?  Problem Solving Practice – Dynamic Subtraction • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Show the numbers with materials or by drawing. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction to explain your answer, using words and numbers. 1. It is 2,438 miles to Mexico City. Jane has traveled 989 miles. How much farthe must she travel to get to Mexico City? 2. There were 2,487 milliliters in the tub. Bob took 1,031 milliliters out. How much was left in the tub? 3. There were 649 gallons of water in the fishpond. Bill used a bucket to take 38 gallons out. How much was left in the pond? 4. The elephant weighs 756 pounds. The hippo weighs 345 pounds. How much more does the elephant weigh than the hippo?  Problem Solving Practice - Subtraction • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Show the numbers with materials or by drawing. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction to explain your answer, using words and numbers. 1. Shawn had sixty minutes to stay at the pool on Friday. Thirty-five minutes have passed. How much time does he have remaining? 2. Thomas had one hundred and twenty minutes to go on rides at King’s Dominion. Fifty minutes have passed. How much time does he have remaining? 3. Theresa had fifty-four minutes to shop with her Mom. Thirty-two minutes have passed. How much time does she have remaining? 4. Betty has one hundred and eighty minutes to swim at the pool. Sixty-two minutes have passed. How much time does she have remaining? 5. David must wait for his dad for thirty minutes. Twenty minutes have passed. How much time does he have remaining?  Problem Solving Practice - Memorization of Multiplication Facts • Find the key words and the numbers (multiplier and multiplicand) in the problem. • Lay out the problems using geometric multiplication on graph paper. • Calculate the answer. • Write a number sentence. • Use what you know about multiplication to explain your answer, using words and numbers. 1. There are ten swim lesson groups at the pool. There are four children in each group. How many children are in swimming lessons in all? 2. There are two soccer teams. There are twelve kids on each team. How many children are soccer players? 3. There are four swim teams. There are eight children on each group. How many children are on swim teams? 4. There are nine scout patrols. There are five boys in each patrol. How many boys are there in patrols in all?  Problem Solving Practice - Memorization of Multiplication Facts • Find the key words and the numbers (multiplier and multiplicand) in the problem. • Lay out the problems using geometric multiplication on graph paper. • Calculate the answer. • Write a number sentence. • Use what you know about multiplication to explain your answer, using words and numbers. 1. There are eight children in a group. There is the same number in all nine groups. How many children are in groups in all? 2. There are three children in a group. There is the same number in all ten groups. How many children are in groups in all? 3. There are four children in a group. There is the same number in all eight groups. How many children are in groups in all? 4. There are nine children in a group. There is the same number in all three groups. How many children are in groups in all? 5. There are five children in a group. There is the same number in all six groups. How many children are in groups in all? Problem Solving Practice - Memorization of Multiplication Facts • Find the key words and the numbers (multiplier and multiplicand) in the problem. • Lay out the problems using geometric multiplication on graph paper. • Calculate the answer. • Write a number sentence. • Use what you know about multiplication to explain your answer, using words and numbers. 1. There are eight cards in a set. James has fifteen sets. How many cards does he have in all? 2. The bike race is twenty miles long. Hope was in the race three times. How many miles did she bike? 3. There are two miles in each lap of the car race. The race cars do twenty laps in a race. How long is the race? 4. There are 367 cattle in a herd. There are five herds in the valley. How many cattle are in the valley?  Problem Solving Practice - Memorization of Multiplication Facts • Find the key words and the numbers (multiplier and multiplicand) in the problem. • Lay out the problems using geometric multiplication on graph paper. • Calculate the answer. • Write a number sentence. • Use what you know about addition to explain your answer, using words and numbers. 1. Pete brought boxes of paint to the art area three times. Each box contained eight bottles of paint. How many bottles of paint did Pete bring to the table altogether? 2. Maria brought boxes of binders to the classroom five times. Each box contained twelve binders. How many binders did Maria bring altogether? 3. Jane brought boxes of balls to the classroom four times. Each box contained five balls. How many balls did Jane bring altogether? 4. Adrienne brought bags of potatoes to the kitchen three times. Each bag contained nine potatoes. How many potatoes did Adrienne bring altogether?  Problem Solving Practice - Memorization of Multiplication Facts • Find the key words and the numbers (multiplier and multiplicand) in the problem. • Lay out the problems using geometric multiplication on graph paper. • Calculate the answer. • Write a number sentence. • Use what you know about multiplication to explain your answer, using words and numbers. 1. You have a seven square. How many beads are there in the square? What is seven squared? 2. You have a nine square. How many beads are there in the square? What is nine squared? 3. You have a cube of five. How many beads are there in the cube? What is five cubed? 4. You have a cube of ten. How many beads are there in the cube? What is ten cubed? 5. You have a square of eight. How many beads are there in the square? What is eight squared? Problem Solving Practice - Subtraction of Fractions • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Lay out the problems with the fraction insets. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction and fractions to explain your answer, using words and numbers. 1. The Browns had pizza last night. The pizzas were divided into tenths. They had 8/10 left last night. They ate 4/10 today. How many tenths are left today? 2. The Kings had pie for supper last night. They 6/4 of the pies left last night. They ate 2/4 more today. How many fourths are left now? 3. The Blacks had pie last night. There were 12/4 of the pies left last night. They ate 6/4 today. How many fourths are left now? 4. The Greens had pie last night. There were 14/5 of the pies left last night. They ate 6/5 today. How many fifths are left now? 5. The Powell family had pizza last night. There 6/9 of a pizza left last night. They ate 6/9 today. How many ninths are left now?  Problem Solving Practice - Addition and Subtraction of Fractions • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Lay out the problems with the fraction insets. • Calculate the answer. • Write a number sentence. • Use what you know about math to explain your answer, using words and numbers. 1. The Browns had pizza last night. The pizzas were divided into tenths. They had 8/10 left last night. They ate 4/10 today. They bought another pizza with 10/10. How many tenths are left today? 2. The Kings had pie for supper last night. They 6/4 of the pies left last night. They ate 2/4 more today. They bought 2 more pies with 8/4. How many fourths are left now? 3. The Blacks had pie last night. There were 12/4 of the pies left last night. They ate 6/4 today. Then they bought another pie with 4/4. How many fourths are there now? 4. The Greens had pie last night. There were 14/5 of the pies left last night. They ate 6/5 today. They bought three more pies with 15/5. How many fifths are there now? 5. The Powell family had pizza last night. There was 6/9 of a pizza left last night. They ate 6/9 today. Then they bought two more pizzas with 18/9. How many ninths are there now? Problem Solving Practice - Subtraction with US Money • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Lay out the problems with the money materials. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction of money to explain your answer, using words and numbers. 1. Tim had $.75. He spent $.32. How much money does he have left? 2. Jill had $4.36. She spent $1.25. How much money does she have left? 3. Kate had $6.30. She spent $2.40. How much money does she have left? 4. Jonece had $3.60. She spent $1.25. How much money does she have left? 5. Casey had $5.17. He spent $2.34. How much money does he have left?  Problem Solving Practice - Dynamic Subtraction with US Money • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Lay out the problems with the money materials. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction of money to explain your answer, using words and numbers. 1. Tim had $15.82. He spent $3. How much money does he have left? 2. Jill had $38.19. She spent $7.45. How much money does she have left? 3. Kate had $11.86. She spent $2.49. How much money does she have left? 4. Jonece had $43.05 She spent $12.78. How much money does she have left? 5. Casey had $15.35. He spent $.75. How much money does he have left?  Problem Solving Practice - Subtraction with US Money • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Show the numbers with materials or by drawing. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction of money to explain your answer, using words and numbers. 1. There were 3, 402 people on the beach at Ocean City. At lunchtime, 1,365 people left the beach. How many are left on the beach? 2. There were 3,081 cars parked in the garage at the airport. By nighttime, 2,436 cars had driven away. How many cars are left in the garage? 3. There are 6,843 people living in our beach town during the summer. During the colder months, 1,395 people go back to their houses in town. How many people stay in our beach town during the colder months? 4. Pete had $4,382 in the bank. He spent $1,649. How much does he have now? 5. There are 600 chocolate peanuts in the candy box. Marcy and Kevin ate 274. How many are left in the candy box.  Problem Solving Practice – Subtraction of Fractions • Find the key words and the numbers (the minuend and the subtrahend) in the story problem. • Lay out the problems with the fraction insets. • Calculate the answer. • Write a number sentence. • Use what you know about subtraction of fractions to explain your answer, using words and numbers. 1. The Browns had pizza last night. The pizzas were divided into tenths. They had 7/10 left last night. They ate 2/10 today. How many tenths are left today? 2. The Kings had pie for supper last night. They 3/8 of the pies left last night. Someone ate another 1/8 today. How many eighths are left? 3. The Blacks had pie last night. There were 5/6 of the pies left last night. They ate 2/6 today. How many sixths are left now? 4. The Greens had pie last night. There were 5/9 of the pies left last night. They ate 4/9 today. How many ninths are left now? 5. The Powell family had pizza last night. There 7/7 of a pizza left last night. They ate 4/7 today. How many sevenths are left now?  Problem Solving Practice -Division • Find the key words and the numbers (divisor and dividend) in the problem. • Lay out the problems using the golden beads and skittles. • Calculate the answer. • Write a number sentence. • Use what you know about division to explain your answer, using words and numbers. 1. There are 320 children. If there are 8 buses, how many equal groups of children will each bus have? 2. There are 106 children. If there are 4 buses, how many equal groups of children will each bus have? 3. There are 180 children. If there are 9 buses, how many equal groups of children will each bus have? 4. There are 280 children. If there sre7 buses, how many equal groups of children will each bus have? 5. There are 87 children. If there are 3 buses, how many equal groups of children will each bus have?  Problem Solving Practice- Division • Find the key words and the numbers (divisor and dividend) in the problem. • Lay out the problems using the golden beads and skittles. • Calculate the answer. • Write a number sentence. • Use what you know about division to explain your answer, using words and numbers. 1. There are 42 apples. Seven apples are in each box. How many boxes are there? 2. There are 64 apples. Eight apples are in each box. How many boxes are there? 3. There are 63 apples. Nine apples are in each box. How many boxes are there? 4. There are 18 apples. Six apples are in each box. How many boxes are there? 5. There are 30 apples. Five apples are in each box. How many boxes are there? Problem Solving Practice - Division • Find the key words and the numbers (divisor and dividend) in the problem. • Lay out the problems using the golden beads and skittles. • Calculate the answer. • Write a number sentence. • Use what you know about division to explain your answer, using words and numbers. 1. Mom shared 48 pencils among 6 children. How many pencils did each child get? 2. Mom shared 54 pencils among 9 children. How many pencils did each child get? 3. Mom shared 28 pencils among 4 children. How many pencils did each child get? 4. Mom shared 50 pencils among 10 children. How many pencils did each child get? 5. Mom shared 35 pencils among 7 children. How many pencils did each child get?  Problem Solving Practice- Division • Find the key words and the numbers (divisor and dividend) in the problem. • Lay out the problems using the golden beads and skittles. • Calculate the answer. • Write a number sentence. • Use what you know about division to explain your answer, using words and numbers. 1. There are 1,240 beads shared equally. If there are 4 jars, how many beads will each jar get? 2. There are 3, 235 beads shared equally. If there are 5 jars, how many beads will each jar get? 3. There are 865 beads shared equally. If there are 3 jars, how many beads will each jar get? 4. There are 2,592 beads shared equally. If there are 8 jars, how many beads will each jar get? 5. There are 966 beads shared equally. If there are 7 jars, how many beads will each jar get? Problem Solving Practice- Division • Find the key words and the numbers (divisor and dividend) in the problem. • Lay out the problems using the golden beads and skittles. • Calculate the answer. • Write a number sentence. • Use what you know about division to explain your answer, using words and numbers. 1. Kenny had 240 tickets for the raffle. He got everyone to buy a book of ten tickets. To how many people did he sell tickets? 2. Maria had 96 binders. She divided them into twelve equal groups. How many binders were in each group? 3. Jane brought 1,478 tiny balls to the room. She divided them into 43 equal groups. How many balls were in each group? 4. Adrienne had 869 potatoes. She separated them into 16 equal groups. How many potatoes were in each group? 5. Arthur had 2,227 apples. He separated them into 26 crates. How many apples were in each crate?  Problem Solving Practice- Division • Find the key words and the numbers (divisor and dividend) in the problem. • Lay out the problems using the large bead frame. • Calculate the answer. • Write a number sentence. • Use what you know about division to explain your answer, using words and numbers. 1. Twelve people pooled their money to buy a lottery ticket. They won the jackpot. How much money does each one have? 2. The college theater has 8,625 seats. There are an equal number of seats in each row. How many seats are in each row? 3. There are 7,686 addresses in Baxterville. They are divided evenly into zip codes. How many addresses are there in each zip code? 4. There are 6,936 people in Suntown. They are divided into equal voting precincts. How many people are in each voting precinct?  Problem Solving Practice- Division • Find the key words and the numbers (divisor and dividend) in the problem. • Lay out the problems using the stamp game. • Calculate the answer. • Write a number sentence. • Use what you know about division to explain your answer, using words and numbers. 1. Pete made twenty-six bundles of straws for the art supply box. There were 2,782 straws altogether. How many straws were in each bundle? 2. Alice made fifty-three bundles of sticks. There were 4,247 straws altogether. How many sticks were in each bundle? 3. Horace made eighteen stacks of cards. There were 7,392 cards altogether. How many cards were in each stack? 4. Linda made forty-seven groups of tulip bulbs. There were 9,783 bulbs in all. How many tulip bulbs were in each group? 5. Josh made twenty-four groups of pebbles. There were 6,013 pebbles in all. How many pebbles were in each group?  Measurement Activity Cards Measurement - Length in Inches * Find the key words (units of measurement) and the numbers in the directions. * Use a ruler to measure the object. * Record the measurement. * Report your results in a graph or a narrative when all your measurement is finished. 1. Measure the length of 10 floor tiles in inches. 2. Measure the width of 5 file cabinets in inches. 3. Measure the height of 10 light switch plates in inches. 4. Measure the length of 10 metal inset frames in inches. 5. Measure the height of 3 chairs in inches.  Measurement - Length in Nonstandard Units * Find the key words (units of measurement) and the numbers in the directions. * Use a paper clip to measure the object. * Record the measurement. * Report your results in a graph or a narrative when all your measurement is finished. 1. Measure the length of 10 floor tiles in your feet. (Put your feet heel to toe.) 2. Measure the width of 5 file cabinets in your feet. 3, Measure the height of 3 light switch plates using the width of your hand. 4. Measure the height of 4 chairs using the width of your hand.  Measurement - Word Problems * Find the key words (units of measurement) and the numbers in the problem. * Use a ruler or a clock to calculate the measurement. * Record the measurement. * Explain your answer. 1. Mary looked at the clock. It said 4 o’clock. Later she looked up and saw that the clock said 4:25. How much time has gone by? 2. Peter needed to measure the couch. He laid down a foot long ruler 6 times end to end on the couch. What is the length of the table? 3. Andrew looked at the clock. It said 7 o’clock. Later he looked up and saw that the clock said 7:10. How much time has gone by? 4. Paul needed to measure the car. He laid down a foot long ruler 9 times end to end beside the car. What is the length of the car? 5. Ted looked at the clock. It said 8 o’clock. Later he looked up and saw that the clock said 8:15. How much time has gone by?  Measurement - Length in Inches and Feet *Find the key words (unit of measure). *Use a ruler to measure the object. *Record the measurement. *Report your results in a graph or a narrative when all your measurement is finished. 1. Measure the length of the short-chain of 6 in inches. 2. Measure the length of the short-chain of 8 in inches. 3. Measure the length of the short-chain of 7 in inches. 4. Measure the length of the long-chain of 5 in feet. 5. Measure the length of the long chain of 9 in feet.  Measurement - Weight in Ounces *Find the key words (unit of measure). *Use a balance scale to measure the object. *Record the measurement. Report your results in a graph paper or a narrative when all your measurement is finished. For example: (Measure the weight of a box of crayons in ounces) box of crayons = 20 ounces I measured the weight of a box of crayons using the balance scale and it weighed 20 ounces. 1. Measure the weight of 30 blue pegs in ounces. 2. Measure the weight of 2 grammar boxes in ounces. 3. Measure the weight of the 8-cube material in ounces. 4. Measure the weight of the 9-cube material in ounces. 5. Measure the weight of the 10-cube material in ounces.  Measurement - Weight in Pounds *Find the key words (unit of measure). *Use a balance scale to measure the object. *Record the measurement. *Report your results in a graph paper or a narrative when all your measurement is finished. 1. Measure the weight of 4 grammar boxes in pounds. 2. Measure the weight of 60 green pegs in pounds. 3. Measure the weight of 2 books in pounds. 4. Measure the weight of 3 pencil boxes in pounds. 5. Measure the weight of 10 erasers in pounds. Extension: Three children may go to the school nurse to get their weights. Record each person's weight on a chart. When the class finished recording their weights, make a graph showing the weight of each child.  Measurement - Measurement in Cups and Pints *Find the key words (unit of measure). *Use the measuring cup to measure the object. Fill the measuring cup with water. Find how many cups of water would fill the object. Take note that 2 cups = 1 pint *Record the measurement. *Report your results in a graph paper or a narrative when all your measurement is finished. 1. Measure the capacity of a pitcher in pints. 2. Measure the capacity of a water bottle in pints. 3. Measure the capacity of a flower vase in pints. 4. Measure the capacity of a milk carton in pints. 5. Measure the capacity of a can of juice in pints.  Measurement - Estimating Perimeter and Area *Find the key words(unit of measure). *Use an inch ruler to measure the object. *Record the measurement. *Report your results in a graph paper or a narrative when all your measurement is finished. Note: To measure the perimeter, add the length of all the sides of the object. To measure the area, count the number of squares in the object. 1. Measure the perimeter of a clipboard. 2. Measure the perimeter of the pegboard. 3. Measure the perimeter of the checkerboard. 4. Measure the area of a shape with 40 black and 25 white squares. 5. Measure the area of a bathroom floor with 130 white and 260 blue square tiles.  Measurement - Word Problems *Find the key words. *Show the numbers with the unit of measure. *Record the measurement. *Report your results in a graph paper or a narrative when all your measurement is finished. 1. Mom sewed a curtain 64 inches long. She added ruffles measuring 4 inches long. What is the length of the whole curtain in inches? 2. Tim will make a vegetable garden. Two sides of the garden will be 3 ft. long and two sides will be 6 ft. long. What will be the perimeter of Tim's garden? 3. A recipe needs 3 cups of milk. If I have a pint of milk, do I have enough milk for the recipe? Why or why not? 4. Last month, Donna's weight was 120 pounds. This month, her weight increased by 6 pounds. How much does she weigh at present? 5. Mary has a rug with a design of 40 green squares, 20 red squares and 80 white squares. What is the area of the rug in square units?  Measurement - Standard Units Inches (to the Half Inch) * Find the key words (units of measurement) and the numbers in the directions. * Use a ruler to measure the object. * Record the measurement. * Report your results in a graph or a narrative when all your measurement is finished. 1. Measure the length of 10 metal inset frames in inches. 2. Measure the length of 5 books in inches. 3. Measure the length of 10 new pencils in inches. 4. Measure the length of 10 markers in inches. 5. Measure the length of 10 bead bars in inches.  Problem Solving Practice -Probability 1 Imagine the circumstances in the problem. Consider what you know about this situation. Draw a model of the problem. Write a prediction using the terms likely or unlikely in a sentence. For example: The class is choosing someone for the special privilege of presenting the principal with a plaque for good service. Everyone is putting his or her name in the hat. There are 26 students and one teacher in the classroom. Is it likely or unlikely that the teacher’s name will be chosen? It is unlikely that the teacher’s name will be chosen, as there are so many more students than tteachers. There is only one chance in 27 that the teacher’s name will be chosen. 1. There are 500 daisies and10 jack-in-the-pulpits growing in a field. Is it likely or unlikely that a little girl will make a bouquet with more jack-in-the-pulpits than daisies? 2. There are 864 black horses and 435 white horses in the corral. Is it likely or unlikely that a black horses will be the first horse out of the gate? 3. There is a box of coins on the table. It contains 437 quarters and 129 pennies. Is it likely or unlikely that Tom will pick a quarter if he chooses from the box without looking? 4. Jane is bird watching. There are 754 finches and 75 orioles in the flyway. Is it likely or unlikely that Jane will see a finch? 5. There is a box of chips on the table. It contains 85 blue chips and 25 red chips. Is it likely or unlikely that you will pick a blue chip if you choose from the box without looking? Problem Solving Practice -Probability 2 Imagine the circumstances in the problem. Consider what you know about this situation. Draw a model of the problem. Write a prediction using the terms equally likely, more likely, and less likely. For example: The class is choosing a student for the special privilege of presenting the principal with a plaque for good service. Everyone is putting his or her name in the hat. There are 26 students including thirteen boys and thirteen girls. Is it equally likely, more likely, and less likely that a boy’s name will be chosen? BBBBBBBBBBBBBB GGGGGGGGGGGGG It is equally likely that a boy or a girl’s name might be chosen from the hat. This is because there is an equal number of boys and girls 1. There are 200 violets and 3 daffodils growing in a field. Is it equally likely, more likely, or less likely that a little girl will make a bouquet with more daffodils than violets? 2. There are 33 black goats and 4 brown goats in the barn. Is it equally likely, more likely, or less likely that a black goats will be the first goat out of the door? 3. There is a box of marbles on the table. It contains 247 red marbles and 17 yellow marbles. Is it equally likely, more likely, or less likely that Tim will pick a red marble if he chooses from the box without looking? 4. Harry is bird watching. There are 35 robins and 129 sparrows in the flyway. Is it equally likely, more likely, or less likely that Harry will see a robin? 5. There is a box of chips on the table. It contains 37 green chips and 92 white chips. Is it equally likely, more likely, or less likely that you will pick a green chip if you choose from the box without looking? Problem Solving Practice - Probability 3 Imagine the circumstances in the problem. Consider what you know about this situation. Draw a model of the problem. Write a prediction using the terms certain, impossible, equally likely, more likely, and less likely. For example: The class is choosing a student for the special privilege of presenting the principal with a plaque for good service. Every child is putting his or her name in the hat. There are 26 students including thirteen boys and thirteen girls. Is it certain or impossible that the teacher will be chosen? BBBBBBBBBBBBB GGGGGGGGGGGG It is impossible that the teacher’s name will be chosen from the hat. This is because there are only students’ names in the hat. 1. There are 500 thistles, 900 dandelions, and 10 jack-in-the-pulpits growing in a field. Is it equally likely, more likely, or less likely that a little girl will make a bouquet with more jack-in-the-pulpits than thistles? 2. There are 864 black horses and 435 chestnut horses in the corral. Is it equally likely, more likely, or less likely that a black horses will be the first horse out of the gate? 3. There is a box of dimes and pennies on the table. It contains 23 dimes and 23 pennies. Is it certain, impossible, equally likely, more likely or less likely that Bill will pick a dime if he chooses from the box without looking? 4. Julie is bird watching. There are 754 thrushes and 75 bluebirds in the flyway. Is it equally likely, more likely, or less likely that Julie will see a thrush? 5. There is a box of blue and red pencils on the table. It contains 85 blue pencils and 85 red pencils. Is it certain, impossible, equally likely, more likely, or less likely that you will pick a blue or a red pencil from this box? Problem Solving Practice – Probability 4 (Fairness and Equal Likelihood) Imagine the circumstances in the problem. Consider what you know about this situation. Draw a model of the problem. Write a prediction using the terms certain, impossible, equally likely, more likely, and less likely. For example: Dr. Feeley is making a new board game with a spinner. There are three colors on the spinner: red, blue, and green. Each color is a third of the spinner. The colors determine on which space you place your skittle to move around the board. Will you have a fair chance of landing on red on your fist spin of the spinner? 1. Since each color on the spinner takes up an equal portion of the card, I will have a fair chance of landing on red. 2. There is a prize for the person who is the first to choose a gold card out of the hat. There are ten of each; gold, blue, and pink cards. Will Nathaniel have a fair chance at picking a gold card if all cards are put back in the hat after each child’s turn? 3. Mr. Feeley is making a new board game with a spinner. There are three colors on the spinner: yellow, blue, and green. Yellow takes up half of the spinner while blue and green each take up a fourth of the spinner. The colors determine on which space you place your skittle to move around the board. Will you have a fair chance of landing on green on your fist spin of the spinner? 4. There is a target at the class picnic for the beanbag toss. The hole for one hundred points is two inches wide. The hole for fifty points is four inches wide. The holes for twenty-five points are eight inches wide. Will you have a fair and equal chance of scoring one hundred points using this target? 5. Julie bought a lottery ticket. Fifty tickets were sold. Every ticket has a different number on it and there is only one winning number. No one could buy more than one ticket. Does Julie have a fair and equal chance of winning the lottery? Measurement Activities Grades 4-6 Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. DEFINITIONS: Inch - An inch is a unit used for measuring length. An inch is this long Half inch - A half inch is half the distance of an inch. There are two half inch measures in an inch. A half inch is this long Abbreviations for the word inch are in. (l in.) or these marks "(1 "). OBSERVATIONS: A ruler is divided into numbered segments called inches. PRACTICE: 1. There are half-inch segments in one inch. 2. Draw a ruler like the one on this card. Be sure to label inches with numbers and draw lines only for the half inches. 3. Use a classroom ruler to measure the line segments below. a. b. c. d. e. f. Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. DEFINITIONS: Quarter Inch. A quarter inch is one fourth of an inch. There are four quarter inches in an inch. There are two quarter inches in a half inch. Two quarters is the same as one half inch. 1/4 inch is this long 2/4 inch is this long 3/4 inch is this long 4/4 inch is this long PRACTICE: 1. There are _____ quarter inches in an inch, there are ______ quarter inches in a half inch. 2. Draw a ruler like the one on this card. Be sure to label inches with numbers and draw lines for half inch and quarter inch segments. 3. Use a classroom ruler to measure or to draw the segments referenced below. a. b. c. d. e. 1 1/4 in f. 3/4 in g. 1 1/2 in h. 2 1/4 in. 4. Two other ways to say one inch are with the abbreviations _______ and _______. 5. The line that shows 2 quarter inches is the same as the line on the ruler for _____ inch. Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. DEFINITIONS: Eighth Inch. An eighth inch is one eighth of an inch. There are 8-eighth inch spaces in an inch. There are 4-eighth inch spaces in a half inch. There are two eighth inch spaces in a quarter inch.  PRACTICE: 1. There are _______ eighth inch spaces in an inch, _____ eighth inch spaces in a half inch. 2. Draw a ruler like the one shown on this card. Be sure to label inches with numbers, and draw lines to show each eighth inch segment. 3. Use a classroom ruler to measure or to draw the line segments referenced below. a. b. c. d. e. f. 1 3/8 in. g. 5/8 in. h. 2 1/8 in. i. 4/8 in. j. 3 2/8 in 4. The line on the ruler that shows two eighth inch segments is the same as the line for _____. 5. The line on the ruler that shows four eight in. segments is the same as the line for _______. 6. Six eights of an inch is the same distance as _____quarters of an inches. 7.Eight eights equals _______ inch. Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. DEFINITIONS: Sixteenth Inch. A sixteenth inch is one sixteenth of an inch. There are sixteen sixteenth inch spaces in an inch. 8 sixteenths is a half inch.  PRACTICE 1. Copy and complete the equivalents chart. 2. Name each point marked with an arrow. Name as sixteenths. Give an equivalents fraction where appropriate. Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. OBSERVATIONS You have learned how to use a ruler to measure inches and fractions of an inch. Sometimes you may want to measure an object when you do not have a ruler. Finding a part of your hand that is approximately equal to one inch, approximately equal to 1/2 inch, and approximately equal to 3 inches will help you estimate lengths up to 6 inches when you do not have a ruler.  PRACTICE EXAMPLE 1. Trace your hand. Measure different parts of your hand. On your drawing, label a part of your hand that is: a) approximately 1/2 inch long b) approximately 1 inch long c) approximately 3 inches long 2. Trace your hand again, label the measurements of your hand that are shown in the brackets in the example. Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. OBSERVATIONS: A standard ruler can be used to record the exact length of an object in inches or parts of an inch. Follow these steps to get an accurate measure. 1. Align the ruler next to the object you want to measure. 2. Match the beginning of the ruler with the beginning of the object. 3. Record the measurement you see at the end of the object as the object's length. EXAMPLE: The nail 2 1/2 inches long.  PRACTICE: 1. Measure the objects in the object box. Record the name of each object and it's length. 2. Find some objects to measure in the classroom. Record each object's name and length. (examples of objects to measure : unit bead, large paper clip, pencil, sheet of paper, etc) Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. OBSERVATIONS: Sometimes you need to measure an object that is longer than a few inches. When you need to measure longer objects, standard units of length called foot and yard are used. DEFINITIONS: Foot: A foot is a standard (customary) unit of length equal to 12 inches. Many rulers are 1 foot. Yard: A yard is a standard (customary) unit of length equal to 3 feet or 36 inches. One big step is about a yard, or from your nose to the fingertips of an outstretched arm. Length & Width The longest side of an object is its length, the shortest side is its width. Abbreviations: Foot can be written as ft. or 1'. Yard can be written as yd. PRACTICE: Copy and complete this chart. Predict (estimate), the length of the items below. Then measure to find the exact length. ITEMPREDICTION (Estimate)ACTUAL MEASURETable LengthBook widthPencil lengthDoorway widthFile cabinet widthOne big stepYour nose to fingertipYour height Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. OBSERVATION: Standard or customary lengths longer than a yard are measured using a mile. Mile: A mile(mi.) is a customary unit of length equal to 5,280 ft. or 1,760 yds. Equivalents Table 12 inches = 1 foot 3 feet = 1 yd. 1 yard = 36 inches PRACTICE: Use the equivalents table and what you know about a mile to answer the questions. Be sure to copy and complete each statement. (See your teacher if you need help with this) 1. Copy the equivalents table. CHALLENGE QUESTIONS 2. 2 feet = _____ inches 6. 1 1/2 feet = _____ inches 3. 2 yards = ____ inches or ____ feet 7.48 inches = _____ feet 4. 2 miles = ____ feet or ____ yards 8. 1 mile = ____ inches 5. 1 mile is about how many "big steps?" _____ 9. 75 inches = ____ feet and ___ inches Measuring Length using Standard Measures Maryland 4th - 6th Grade Math Standards: Students will estimate or determine length to the nearest centimeter or 1/8 inch and measure length to the nearest millimeter or 1/16 inch using a ruler. OBSERVATION: * Find the key words, units of measurement and the numbers in the problem. * Show each step of your work. * Record the answer with the proper label. * Explain how you got your answer. PRACTICE: 1. A large kangaroo can cover a distance of 25 feet in a single leap. How many yards and feet would that be? 2. Mom measured the windows and determined she would need 28 feet of fabric for the new curtains. How many yards and feet will she have to buy? 3. Joe counted 880 ‘big steps' to reach the end of the playground. What total distance in miles did he walk going to the end of the playground and coming back home. 4. A standard 36-inch yardstick was broken into two pieces. One piece was 12 inch long. How long was the other piece? Lessons with Money Naming Monetary Values Prerequisites: This lesson is for the child who has had experience using the Stamp Game, where a quantity such as ten is represented symbolically by a single square. Materials: • a box containing real money, including a penny, a nickel, a dime, a quarter, a half-dollar, and a dollar bill • labels on which are written the corresponding values---1˘, 5˘, 10˘, 25˘, 50˘, 100˘ Presentation: Using the three - period lesson format, introduce each coin and place the corresponding label next to it: 1. “The penny equals one cent. The nickel equals five cents,” etc. 2. Then, “Show me five cents. Show me ten cents” etc. 3. Finally, scramble the labels and coins and ask the child to match them, first showing only heads, then only tails, then mixed. Extensions: Make booklets using the money stamp. Stamp the coins and write the monetary amount, copying from the labels, showing both heads and tails. Direct Aim: The student will learn the monetary value of our American currency. Indirect Aim: The student will be prepared for counting money. The student will be prepared for writing money notation. Control of Error: Teacher Chart with each coin and its appropriate monetary value Showing Equivalent Monetary Amounts Using Different Coins/Bills Prerequisite: The child should have experience in linear counting, skip-counting, finding equivalent fractions and decimals. .Materials: • classroom money kit containing at least one hundred pennies, twenty nickels, ten dimes, four quarters, two half dollars, and a dollar bill • separate, multiple labels showing 1˘, 5˘, 10˘, 25˘, 50˘, 100˘, equal signs (=) • money pocket chart (optional) .Presentation: 1. Review monetary amounts. Place the coins and matching labels, inserting = between them. 2. “We can show the same amount of money using different coins.” Invite the child to count with you as you place five pennies on the mat. Then place = 5˘ next to the row of pennies. Similarly, place count ten pennies and show = 10˘. Do the same with two nickels, five tens, ten tens, etc. 3. “Let’s find groups of coins that equal the same amount.” Then form the groups in a row, such as five pennies = one nickel =5˘, or ten nickels = five dimes = a half-dollar = 50˘, etc. 4. “Let’s find out how many different ways we can show the same amount of money.” This time a group of coins may be mixed to show an equivalence, such as two dimes, one nickel = one quarter = 25˘. 5.“Let’s find out how many of each kind of coin we need to equal one dollar.” Using the money pocket chart, place one dollar in the top row. On each subsequent row, use only one kind of coin to count to $1.00— e.g., twenty nickels, ten dimes, etc. Extensions: 6. Using the Decimal Board, show the parallel quantities. 7. Point out that in money, we also use groups of five. 8. Using the money stamps, record the work that was done on the mat. Direct Aim: 1. The student will demonstrate money equivalencies. 2. The student will demonstrate the value of each coin in relation to one dollar. Indirect Aim: 1. The student will be prepared for counting random amounts of money 2. The student will be prepared for “regrouping” coins to the least number of coins needed. Control of Error: Teacher Naming Monetary Values Using the “$” Symbol Prerequisite: The child should have experience in linear counting, skip-counting, finding equivalent fractions and decimals. Materials: • a box containing real money, including a penny, a nickel, a dime, a quarter, a half dollar, and a dollar bill • labels on which are written the corresponding values---$0.01, $0.05, $0.10, $0.25, $0.50, $1.00 Presentation: Using the three - period lesson format, introduce each coin and place the corresponding label next to it: 1. “The penny equals one cent. The nickel equals five cents.” 2. Then, “Show me five cents. Show me ten cents.” 3. Finally, scramble the labels and coins and ask the child to match them, first showing only heads, then only tails, then mixed. Extensions: Make Booklets/charts using the money stamp, stamp the coins and write the monetary amount, copying from the labels, showing both heads and tails. Direct Aim: The student will learn the monetary value of our American currency Indirect Aim: 1. The student will be prepared for counting money; 2. The student will be prepared for writing money notation. Control of Error: Teacher Chart with each coin and its appropriate monetary value Counting Money and Naming the Value up to $5.00 Materials: • money kit containing at least 100 pennies, 20 nickels, ten dimes, four quarters, two half dollars, and a dollar bill • coin matching puzzle cards • money bingo • money dominoes Presentation: 1. Count each group of coins separately. “How much money do we have in pennies?” 2. As the child counts from one to one hundred, guide him/her in placing the pennies into groups of ten on the mat. Or, simply count groups of ten pennies instead of going from one to one hundred. Then, finish by counting the groups of ten to find the total. 3. Next, “How much money do we have in nickels?” The child skip counts by fives as he/she places the nickels on the mat and names the total. 4. Continue, “How much money do we have in dimes?” The child counts by tens as he/she places the dimes on the mat and names the total. 5. The teacher places a small mix of coins on the mat. “Let’s begin by counting the coins that are the greatest amount.” Guide the child in counting several such mixes of coins. Direct Aim: The student will learn how to count money accurately. Indirect Aim: The student will be prepared for writing money notation. Control of Error: Teacher Writing Money Notation Materials: • a box containing separate, moveable pieces showing a dollar sign, a decimal point, several of each numeral from zero through nine • labels with monetary amounts written in words---e.g., “two dollars and sixteen cents” • a box containing a moveable cents sign; labels with monetary amounts under one dollar written in words--e.g., “thirty-two cents” Presentation: 1. “Today we are going to focus on how to record money accurately.” Take a word label and read it: ”two dollars and sixteen cents.” 2. Using the manipulative, demonstrate that the dollar sign is placed first, then the number showing how many dollars. Place the decimal point to mean “and,” then show the cents to the right of the decimal point. Proceed in this manner with another label, until the child is ready to take over. 3.“When we have amounts that are less than one dollar, we sometimes show iit using a cents sign only.” Proceed as above using word labels and showing the correct amount with the manipulative. Point out the absence of the dollar sign or the decimal point. Emphasize that the cents sign is placed to the right of the numerals. Extensions: 1. Introduce games such as the Coin Matching Puzzle Cards, Money Bingo, and Money Dominoes that require the student to count money accurately and match it to the amount in notation on a card or a domino. 2. A box containing different objects labeled with different prices under $5.00, and money kit. Child can choose an object and find the corresponding price in coins. 3. Prepared practice sheets on which are written the words and the child must write the corresponding notation. Direct Aim: The student will write money notation using both the cents and the dollar sign. Control of Error: Teacher Finding the Least Amount of Coins Needed Materials: • a classroom money kit • labels with different amounts of money written on each and with the corresponding coins pictured on the reverse side Presentation: 1. Review counting money. Place a mix of coins on the mat, such as three dimes, two nickels, and six pennies. Ask the child to count it aloud and name the amount: “forty-six cents!” Then ask, “How many coins did we use to show $ .46?” Eleven coins! 2. Say, “Let’s see if we can show $ .46 using fewer coins.” Based on previous lessons in showing equivalent amounts, suggest that we exchange two dimes and one nickel for one quarter. Let the child take over the process until finally there are one quarter, two dimes and a penny on the mat. “Now how many coins do we have to show $. 46?” Only four coins! Repeat using different amounts of coins. 3. Place a label with an amount indicated--e.g., $ .73. “Can you find coins to equal seventy-three cents?” Allow the child to place whatever combination of coins equals that amount--e.g., seven dimes and three pennies. “Yes! Seven dimes, three pennies equal seventy-three cents.” Count the coins out loud. Then, “You have used ten coins to show seventy-three cents. Now see if you can exchange / regroup some of them to use the least possible number of coins.” If the child hesitates, demonstrate that five dimes equal one half dollar. One half-dollar, two dimes, and three pennies equal seventy-three cents. “We only need six coins to show $ .73.” 4. When the child is ready to take over, place the other labels on the mat and challenge him/her to show each amount using the least number of coins. Extensions: 5. Child can write an amount, find the least number of coins to represent it, and write it as a sentence e.g., $.85 = one half dollar, a quarter, and a dime. 6. Use the Money Stamps to record and label each amount. Direct Aim: The student will show monetary amounts using the least number of coins needed. Indirect Aim: The student will review the concepts of regrouping and equivalency using money. Control of Error: Teacher The reverse side of the money labels, the appropriate group of coins is pictured Making Change: Purchases up to $10.00 Materials: • handmade rectangular making change chart with several rows: across the top row are the headings Cost, Amount Given, Penny, Nickel, Dime, Quarter, Half Dollar, Dollar Bill, Total Change • cards on which are written various monetary amounts (both rounded to exact dollar and mixed dollars and cents) • blank papers to place under total change • classroom money kit Presentation: 1. “Sometimes we don’t have the exact money to pay for things, so we have to give more than the item costs, and then we get change back. Today we are going to practice making change.” 2. Show the Making Change Chart. “Suppose the cost is $3.25.” Place the card showing $3.25 under the Cost heading. “I don’t have that exact amount in my wallet, but I have four dollar bills.” Place the card showing $4.00 under the Amount Given heading. “The question is, how much money/change should I get back? To find out, we can count from $3.25 to $4.00. We count from the cost and stop at the amount given.” 3. Demonstrate how this is done by counting aloud and placing appropriate coins under the various headings on the mat: “$3.25, $3.50.” Place a quarter under the quarter heading. “$3.50, $3.75,” as another quarter is placed in that space say “$3.75, $4.00,” placing a third quarter in the quarter space. “Now I have counted from $3.25 to $4.00. Let’s see what the total change is.” Slide the three quarters horizontally to the right so they are all in the space under the Total Change heading. 4. “Now let’s count the money in this space to find the total change: $.25, $.50, $.75.... Seventy—five cents is my change!” Record this among on a blank paper and place in under the Total Change heading, returning the coins to the Classroom Money Kit. Or, instead of sliding the coins to the right, leave them in place on the mat. Count them and record the total. Continue as above until the child is confident in taking over the procedure. Direct Aim: The student will learn how to count from the cost to the amount given in order to make change. Control of Error: Teacher Fractions of a Dollar Prerequisites: 1. The child has had experience showing equivalent amounts of money and is familiar with the number of each coin needed to show one dollar. 2. The child has had introductory lessons on fractions and knows the terms numerator and denominator. Materials: • classroom money kit • blank labels on which to write 1/100, 1/20, 1/10, 1/4, 1/2 • a calculator Presentation: 1. “Let’s review how many of each coin we need to equal one dollar.” Place a dollar bill at the top of the mat. Then guide the child in counting ten rows of ten pennies--”100 pennies!” Below the pennies, count out the nickels up to $1.00, and so on with the dimes, quarters and half-dollars. 2. Then say, “Today we are going to think of each coin as a fraction of a dollar. How many pennies are in a dollar?’’ “One hundred.” “Yes! So one hundred is the denominator because it shows the total amount of pennies in a dollar.” 3. Use a blank label, draw a line in the middle, and write 100 under the line. Isolate one penny: “This penny is one out of one hundred. It is one hundredth of a dollar. We put one in the numerator to show that it is one of a hundred.” Write the numeral 1 above the line on the label so the fraction is complete, showing 1/100. 4. Continue in this fashion, demonstrating that a nickel is 1/20, a dime is 1/10, a quarter is 1/4, a half dollar is 1/2. 5. “Now let’s write fractions for more than one of a coin.” Isolate three pennies. “What is our denominator?” If the child hesitates, remind him/her that the denominator is the total number. ”The denominator is still 100.” Use a blank label, draw a line in the middle, and write 100 under the line. Point to the three pennies. “What is our numerator?” “Three!” “Yes, we are showing three out of one hundred pennies.” Write 3 in the numerator and read the fraction: “three hundredths.” Continue in this fashion using nickels, dimes, quarters, half dollars. Direct Aim: The student will identify each coin as a fraction of a dollar. Control of Error: Teacher Rounding Money to the Nearest Dollar Prerequisite: 1. The child needs to understand that $ .50 is half of a dollar and to be able to recognize amounts that are greater than or less than $ .50. 2. It is necessary that the child have prior or parallel experience in rounding. Materials: • money number line or several money number lines in different segments, such as from $5.00 to $6.00, with intervals of $ .10 ($5.00, $5.10, $5.20, $5.30, etc.) • classroom money kit with labels showing $1.00, $2.00, $3.00, etc. up to $10.00 • cards showing several money amounts with dollars and cents up to $9.99--e.g., $1.36, $5.69 Presentation: 1. “I have some money in my pocket.” Take it out and place it on the mat. “ABOUT how much money do I have?” Some children may count and state the exact amount- - e.g., “$5.80!” 2. “Yes, I have EXACTLY five dollars and eighty cents, but ABOUT how much money do I have? Is it ABOUT five dollars or ABOUT six dollars?” 3. Place the money number line on the mat. “Find $5.80. Is it closer to $5.00 or to $6.00?” The children can see that it is closer to $6.00. “We have rounded $5.80 to the nearest dollar. When we round to the nearest dollar, we drop the cents, but we must decide whether to round up or to round down. Let’s do some other examples and see if you can figure out when we round up to the next dollar or down.” Present other examples, using the money number line. 4. Then make sure the rule is stated clearly: “When there is $ .50 (half of a dollar) or more, round up to the next dollar. When there is less than $ .50, half of a dollar, round down.” 5. Place the labels which are rounded to dollars in a row across the mat: $1.00, $2.00, $3.00, $4.00, etc. up to $10.00. Take a card showing dollars and cents--e.g., $1.28. “If we round one dollar and twenty-eight cents to the nearest dollar, will that be $1.00 or $2.00?” Guide the child in figuring this, then place the card showing $1.28 under the label $1.00. Continue using other cards showing dollars and cents, rounding them to the nearest dollar and placing them under the appropriate dollar amount. Direct Aim: The student will round money to the nearest dollar, up to $10.00. Control of Error: Teacher Correct rounded amounts on the backs of the cards showing dollars and cents. Adding Amounts of Money Prerequisite: The child should have experience with adding decimals with Decimal Board. Materials: classroom money kit cards on which are written different money addition and subtraction problems blank slips of paper on which to record the sums Presentation: 1.) “Today we are going to put together different amounts of money to find the sum.” Select a card such as $ .56 + $ .32= . Invite the child to show those amounts using dimes and pennies from the Money Kit. As in using the Golden Bead Material or the Stamp Game, demonstrate how to combine the units (pennies) first and then the tens (dimes):“$ .88!” Record the sum to complete the number sentence: $ .56 + $ .32 = $ .88 2.) Select a card which will require regrouping/exchanging, such as $ .27 + $ .65 = . Invite the child to show those amounts. Combine the pennies--twelve pennies. Demonstrate how to exchange ten pennies for one dime. Then combine and count the dimes: $ .92! Record the sum and complete the number sentence. Continue with several examples requiring regrouping into the one-dollar and ten-dollar places. Extension: Show the child how to record the work vertically, lining up the decimal points and writing the $ in the sum. Direct Aim: The student will add money and record the work. Control of Error: Teacher Calculator Subtracting Amounts of Money Prerequisites: Subtraction using Decimal Board Materials: Classroom money kit Making change chart and labels Presentation: 1.) Review the steps for making change, counting up from the cost to the amount given. Then say, “The change is the difference between the cost and the amount given. We can also find this difference by subtracting the cost from the amount given.” 2.) Begin with an example that does not involve regrouping/exchanging: “Suppose the cost is $ .53. I don’t have the exact coins, so I pay with three quarters, $ .75. I can figure the change, the difference, by subtracting $ .53 from $ .75.” 3.) Invite the child to display $ .75. “Let’s exchange the three quarters for seven dimes and five pennies to correspond to the decimal places.” Proceed as with the Stamp Game to take away the units (pennies) first, then the tens (dimes). “Two dimes and two pennies! We have twenty-two cents left!” 4.) Use the Making Change Chart to demonstrate that twenty-two cents is also the Total Change when counting up from the cost to the amount given. 5.) Record the number sentence: $ .75 - $ .53 = $ .22. 6.) Demonstrate subtraction as above, now using as example which requires exchanging/regrouping. 7.) Proceed as in doing subtraction with the Golden Bead Material or the Stamp Game. Record the number sentence. Extension: Demonstrate how to write the subtraction work vertically, lining up the decimal points and writing the dollar sign in the difference. Direct Aim: The student will subtract money accurately and record the work. Control of Error: Counting up on the Making Change Chart Calculator Probability - Let’s Get Popping With Math!!! Activity 1 - Math Can Answer Your Questions! Look at the container. You will see a group of colorful pop beads. What mathematical questions come to your mind? Write as many mathematical questions as you can about the collection of beads. Math can be used to help answer any of the questions you have in mind. Activity 2 - Use Math To Estimate and Predict! Did you wonder how many pop beads are in one bag? Examine the bag without opening it. When you tell about how many there are, you are estimating. Write your estimate in a complete sentence. Did you wonder which color had the most pop beads? When you guess which color has the most, you are making a prediction. Write your prediction in a complete sentence. Now open the bag. Count the pop beads. How does the actual number of pop beads in the bag compare with your estimate? There are ____ pop beads in the bag. My estimate was _____ (for example, too high by 3, too low by 10, exactly correctly) Activity 3 - Tallying and Graphing Can Help You See Results! Sort your pop beads by color. Tally your results on the chart below. When you tally, you make a mark for every one you count. First, write in the colors of the beads you found in your bag in the column on the left. Colors of Pop Beads Colors Tally       Was your prediction correct? A pictograph uses pictures to show a number. Fill in your data on the pictograph below. Draw one pop bead in each row for each pop bead you have of that color. Be sure to label your pictograph and give it a title. _______________________       ________________________ Activity 4 – Interpreting Your Data Can Be Fun! Look at your pictograph. You can find many interesting relationships within your data. Which color had the most? Which color had the least? Do any colors have the same number of pop beads? What is the difference between the highest and the lowest number on your pictograph? Do any two colors equal half of the total number of pop beads in the bag? Look carefully at your pictograph. Write down as many observations about the relationships in your data as you can. Activity 5 – Math Can Help You Compare Your Results! Did you wonder how many yellow pop beads were in each bag? Math can help you compare your results with those of your classmates. Choose two classmates to help you compare results. How many yellow beads were in each of the three bags? Bag 1 ______ Bag 2 ______ Bag 3 ______ When you found out about how many yellow beads were in each bag, you are finding an average. Add together the total sum of the yellow pop beads in all three bags. Divide this sum by the number of bags (3). If your remainder is two or more, round up. If your remainder is one, round down. Show your work. Compare your average with other groups of students in the class. Choose another question about averages. You may decide to find the average of another color of pop beads. You may even choose to find the average number of pop beads in three bags. Formulate your question: About how many _______________________ are in each bag? Bag 1 ______ Bag 2 ______ Bag 3 ______ Remember to find the total sum and divide by the number of bags. Round up when your remainder is more than half the number of bags. Show your work. Compare your results with your classmates’. Write your findings in a complete sentence. Activity 4: Review Look back at the activities that you read about and performed. Write the definition of these math skills: Estimating Prediction Tallying Pictograph Averaging Probability - Let’s Take a Chance Activity 1: Certainty and Impossibility When we say something is probable, we mean that it is likely to happen. It is probable that we will come to school on Monday morning. Write about another event that is probable. Look in your bag of marbles. There are 11 marbles in your bag: 1 is purple, 3 are white, 3 are red, and 4 are yellow. Sort your marbles into groups of the same color. Draw a picture of your sorted marbles. What is the probability that, without looking, you would pick a marble of each color. The probability of picking a purple marble is 1 out of 10. There is only 1 purple marble in a bag containing 11 marbles. The probability that you’d pick a white marble is _____ out of _____ The probability that you’d pick a red marble is _____ out of _____ The probability that you’d pick a yellow marble is _____ out of _____ When something will definitely occur we say it is certain. For example, it is certain that you will pick a purple, white, red, or yellow marble from your bag. When something will definitely not occur we say it is impossible. For example, it is impossible for you to pick a green marble from your bag. Explain why it is certain that you’ll pick a purple, white, red, or yellow marble but impossible that you’ll pick a green marble. Activity 2: More Likely, Less Likely, Equally Likely When you picked a marble from your bag without looking, you did not know what your result, or outcome, would be. You didn’t know if you would pick a purple, or white, or red, or yellow marble. By closing your eyes before picking, you made sure your pick was at random. By picking at random you made sure that each marble had the same chance to be chosen. Look at the marbles in your bag. Do you think one color is more likely to be picked? Explain why. Do you think one color is less likely to be picked? Explain why. Do you think any two color are equally likely to be picked? Explain why. Activity 3: Dependent and Independent Events When you closed your eyes and picked a marble from the bag, each marble had the same probability of being picked. However, the probability changes as the number of possible outcomes changes. Remove one marble from your bag and put it on the table. How many marbles are now in your bag? _____ Now close your eyes and pick another marble out of the bag. What was the probability of picking this marble? _____ out of _____. Place this marble on the table. How many marbles are now in your bag? _____ Now close your eyes and pick another marble out of the bag. What was the probability of picking this marble? _____ out of _____. Explain why the probability changes after you remove marbles from the bag. Activity 4: Review Look back at the activities you completed. Write the definition for each of the words below. Probability Certain Impossible Outcome Random Probability - How Do I Love Math? Let Me Count the Ways! Activity 1 - Math Can Answer Your Questions! Look at the boxes of conversation hearts. What mathematical questions come to your mind? Write one or two of the questions you would like to answer. Math can be used to help answer any of the questions you have in mind. Activity 2 - Use Math To Estimate and Predict! Did you wonder how many hearts are in one box? Take a minute now and examine a box of conversation hearts. When you guess how many hearts are in the box, you are estimating. Write your estimate in a complete sentence. Did you wonder which color in the box had the most hearts? When you guess which color has the most, you are making a prediction. Write your prediction in a complete sentence. I predict that __________________________ Now open the box. Count the hearts. How does the actual number of hearts in the box compare with your estimate? There are ____ hearts in the box. My estimate was ______ Turn the page to the following activity to verify your prediction about the colors of the hearts. Activity 3 - Tallying and Graphing Can Help You See Results! Sort your conversation hearts into colors. Tally your results on the chart below. Colors of Hearts PurpleYellowWhiteGreenOrangePink Was your prediction correct? A pictograph is a way to display data that uses a picture to represent a number. Fill in your data on the pictograph below. Draw one ( in each row for each conversation heart of that color. Be sure to label your pictograph and give it a title.  Activity 4 – Interpreting Your Data Can Be Fun! Look at your pictograph. You can find many interesting relationships within your data. Which color had the most? Which color had the least? Do any colors have the same number of hearts? What is the difference between the highest and the lowest number on your pictograph? Do any two colors equal half of the total number of hearts in the box? Look carefully at your pictograph. Write down as many observations about the relationships in your data as you can. Activity 5 – Math Can Help You Compare Your Results! Did you wonder how many yellow hearts were in each box? Math can help you compare your results with those of your classmates. Choose two classmates to help you compare results. How many yellow hearts were in each of the three boxes? Box 1____ Box 2____ Box 3____ When you find out about how many were in each box, you are finding an average. Add together the total sum of the yellow hearts in all three boxes. Divide this sum by the number of boxes (3). If your remainder is two or more, round up. If your remainder is one, round down. The average number of yellow hearts in our three boxes was ______. Compare your average with other groups of students in the class. Choose another question about averages. You may decide to find the average of another color of hearts. You may even choose to find the average number of hearts in three boxes. Formulate your question: About how many _________________are in each box? Compare your results with your classmates’. Remember to find the total sum and divide by the number of boxes. Round up when your remainder is more than half the number of boxes. Write your findings in a complete sentence. The average number of _____________________________ in ___boxes was_____________. Write what you remember about these math skills in your math journal: Estimating Predicting Tallying Pictograph Averaging Probability - Math Can Be Egg-citing! Activity 1 - Math Can Answer Your Questions! Look at the collection of eggs. These eggs contain a variety of colorful jelly beans. What mathematical questions come to your mind? Write as many mathematical questions as you can about the eggs and jelly beans. Math can be used to help answer any of the questions you have in mind. Activity 2 - Use Math To Estimate and Predict! Did you wonder how many jelly beans are in one egg? Select an egg of your choice. Examine it without opening it. When you guess how many jelly beans are in the egg, you are estimating. Write your estimate in a complete sentence. Did you wonder which color had the most jelly beans? When you guess which color has the most, you are making a prediction. Write your prediction in a complete sentence. Now open the egg. Count the jelly beans. How does the actual number of jelly beans in the egg compare with your estimate? There are ____ jelly beans in the egg. My estimate was _____. Activity 3 - Tallying and Graphing Can Help You See Results! Sort your jelly beans by color. Tally your results on the chart below. Colors of Jelly Beans Purple Yellow White Green Orange Pink Red Was your prediction correct? VSC Standard 4.0 Knowledge of Statistics: A.1.a Collect data by conducting a survey to answer a question (Grade 4, 5 indicators) A.1.b Organize and display data in line plots and frequency tables using a variety of categories and sets of data. (Grade 4) (Grade 6 - A.1.a) B.1.a Interpret frequency tables (Grade 6 indicator) Directions: Study the sample below. Make a frequency table to display and organize data you collect. Show the teacher your survey question and your blank table before you ask students the question. Favorite Type of Books (Genre) Frequency Table Item Tally Frequency Mystery //// 4 Fantasy //// /// 8 Historical Fiction //// 4 None of Above // 2 Survey Question: What is your favorite type of book? Interpretive and Summary Sentences Students preferred fantasy over mystery and historical fiction. An equal number of students preferred mystery and historic fiction. Steps to make a frequency table 1. Write a survey question. 2. Draw a blank frequency table to record the data. 3. Ask classmates the survey question and record each answer as a tally mark on the table. 4. Count the tallies and record the number in the frequency column. 5. Write two sentences that interpret and summarize your results. Vocabulary: Data – pieces of collected information Survey – collecting information by asking questionsVSC Standard 4.0 Knowledge of Statistics A.1.f Determine the appropriate type of graph to effectively display data (Grade 5 indicator) Directions: Read and copy the definitions and respond to the tasks. Definitions of Graphs Pictograph: uses pictures or symbols to show data Line Graph: shows how data changes over time Bar Graph: uses bars to show data that can be counted Line Plot: compares data by showing clusters of information on a number line Circle Graph: shows how parts of data relate to the total Tasks: Tell which graph listed above would best be used to: 1. Display the temperature in degrees over a two week period of time. 2. Display the size in acres of six different parks in Prince George’s County. 3. Display the percent of a person’s budget used for various expenses. 4. Display each score from 1-20 received by students on a science test. 5. Display the number of people of 300 surveyed, who prefer various vacation destinations.  VSC Standard 4.0 Knowledge of Statistics A.1.b Organize and display data in stem and leaf plots. (Grade 5 and 6) B.1.a Interpret and compare data in stem and leaf plots (Grade 5, Grade 6- B.1.c) Directions: Read the “stem and leaf plot” section in a math text to review steps to make a stem and leaf plot. Respond to the tasks below. Visitors over 10 days Tasks Stem Leaf 6 4,6,6,9 8 0 9 1,5,7 12 8 List in order all the two and three digit numbers displayed at left. Which stem has the most leaves? Explain what the zero represents in the leaf column. What was the largest number of visitors recorded? Interpret the information with a summary statement. Make a stem and leaf plot for each set of data below. Data Set A: Test scores: 77, 98, 65, 79, 82, 75, 93, 72, 72, 91, 68, 79, 100, 88, 72, 94, 96, 87 Data Set B: Height of plants in inches: 36, 27, 33, 42, 29, 30, 45, 35, 47, 20,103, 38, 26, 37, and 27 Vocabulary Stem: The tens digit in each number is a stem. Stems are arranged in order vertically from least to greatest. Leaf: The ones digit in each number is a leaf. Leaves are arranged horizontally from left to right in the same row as the appropriate stem.VSC Standard 4.0 Knowledge of Statistics A.1.b Interpret and compare data in line plots (Grade 4; Grade 5 A.1.c) B.1.a Interpret and compare data in line plots (Grade 4;Grade 5 - B.1.b) Directions: Read about line plots in a math resource. Study the line plot below and respond to the tasks. Make a line plot for data set A and for data set B. Heights of Plants x x x x x x x x I I I I I 14 15 16 17 18 Tasks How many plants are 15 inches tall? What is the height of the smallest plant? What is the height of the tallest plant? Why are there no x’s over the 16? How would you summarize the data? Make a line plot using each of these data sets. Data Set A: Points scored by each player: 11, 14, 8, 10, 11, 12, 9, 8, 10, 11 Data Set B: Library books read last month: 5, 2, 0, 3, 3, 2, 4, 1, 6, 3, 2 VSC 4.0 Knowledge of Statistics A.1.d Organize and display data in double bar graphs (Grade 5 indicator) B.1.c Interpret and compare data in double bar graphs (Grade 5 indicator) 1. Read information on bar graphs in a classroom resource. 2. Find a double bar graph in a science or social studies text, newspaper, or magazine. 3. Interpret the data on the graph. Write summary sentences. Make a prediction. 4. Draw the graph. 5. Label these items on your bar graph: a) Title b) Key c) Horizontal Axis Label d) Vertical Axis Label e) Scale (includes numbers that span from least to greatest numbers on axis) f) Interval (difference between numbers on the axis) VSC 4.0 Knowledge of Statistics A.1.e Organize and display data in line graphs (Grade 5 indicator) B.1.d Interpret and compare data in double line graphs (Grade 5 indicator) 1. Read information on line graphs in a classroom resource. 2. Find a double line graph in a science or social studies text, newspaper, or magazine. 3. Interpret the data by identifying trends in the data. Make a prediction based on the data. Remember, if the part of a line between two points is rising from left to right, the numbers are increasing. If the part of the line between two points is falling from left to right, the data numbers are decreasing. 4. Draw the graph. 5. Label these items on your line graph: a) Title b) Vertical Axis Label c) Horizontal Axis Label d) Interval (difference between numbers on an axis) e) Scale (includes numbers that span from least to greatest numbers on axis) Write three questions that can be answered using the graph. Answer the questions.  Double Line Graphs VSC Standard 4.0 Knowledge of Statistics4B. 1. d Interpret and compare data in double line graphs. (Grade 5 indicator)  EMBED Excel.Chart.8 \s  DefinitionSteps to Make a Double Line GraphA double line graph uses two different-colored lines to compare changes over time or two different numeric values. Choose two similar sets of data that you wish to compare. Choose an interval for each scale. Draw the graph. Label the axes. Write a key for the two lines. Graph the data by making a point for each intersection of the data for both items in your key/legend. Draw a line from each point to the next one in order for both items on your key/legend. Title your graph.Interpretive and Summary SentencesExamples of comparisons to use in a double line graph:In the double line graph above we compared the amount of money spent on food and gas over a six month period. The largest amounts of monies spent were in March for both food and gas. During half of the months more money was spent on food, and the other half of the months it was the opposite.Compare your absences from school with a friend’s over the course of a quarter. Compare your television time with your reading time over the period of a week. Compare your servings of fruits and vegetables with those of a classmate over the course of a week. Compare the time you spent on reading and math with the time a friend spent on the same subjects, during the school week. Double Bar Graphs  SHAPE \* MERGEFORMAT  VSC Standard 4.0 Knowledge of StatisticsA. 1. d Organize and display data in double bar graphs. (Grade 5 indicator)B. 1. cInterpret and compare data in double bar graphs. (Grade 5 indicator)   DefinitionSteps to Make a Double Bar GraphA double bar graph uses two different-colored or shaded bars to compare two similar sets of data that can be counted.Choose two similar sets of data that you wish to compare. Decide on a scale and its intervals. Draw the graph. Label the axes. Write a key for the two bars. Graph the data by drawing bars of the correct length or height. Title your graph.Interpretive and Summary SentencesExamples of comparisons to use in a double bar graph:In the double bar graph above, we compared the points scored by the Robert Goddard boys’ and girls’ basketball teams over a three week period. In each of the three weeks, the boys scored more points than the girls. Week one shows the largest difference in point scores. you and a friend's test scores for three separate weeks favorite basketball team's scores for last three games with scores of your next favorite team for at least 3 games number of hours you and your friend watched television over a period of at least 3 days number of pages you and a classmate read during the course of a week  Circle Graphs  VSC Standard 4.0 Knowledge of StatisticsB 1.e Read circle graphs (Grade 5 indicator)B. 1. bRead and analyze circle graphs (Grade 6 indicator)   38% DefinitionExtensionsA circle graph represents all (100%) of a set of data. The sections, or wedges, show what part of the whole each portion of the data represents. Find one or more circle graphs in your social studies and/or science books and write at least two sentences analyzing each graph. Give at least two kinds of surveys that could be used in order to construct a circle graph.Interpret the Circle Graph AboveWhich room did most people find was the messiest? Which room was picked messiest least often? Based on the graph above, which do you think would take the shortest amount of time to clean up, the kitchen and the parent’s room or the family room?      PAGE  PAGE 1 Montessori Curriculum Alignment- Mathematics- Grades 4, 5, 6 Prince George’s County Public Schools PAGE  PAGE 91 Montessori Curriculum Alignment- Mathematics- Grades 4, 5, 6 Prince George’s County Public Schools PAGE  PAGE 112 Montessori Curriculum Alignment- Mathematics- Grades 4, 5, 6 Prince George’s County Public Schools PAGE  PAGE 226 Montessori Curriculum Alignment- Mathematics- Grades 4, 5, 6 Prince George’s County Public Schools There were 12 children playing on the swings. Three of the children went to play on the slide. The jungle gym was next to the swings. 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laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕĘ*Ň*Ő*Ö*×*Ř*Ů*ěěěěěě$Ifgd.ĆlĆ Ů*Ú*ćkd$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕÚ*â*ĺ*ć*ç*č*é*ěěěěěě$Ifgd.ĆlĆ é*ę*ćkd$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕę*ň*ő*ý*++ +ěěěěěě$Ifgd.ĆlĆ  + +ćkd $$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ ++++"+*+-+ěěěěěě$Ifgd.ĆlĆ -+.+ćkd $$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ.+/+0+8+;+C+F+ěěěěěě$Ifgd.ĆlĆ F+G+ćkd $$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕG+H+I+J+K+S+V+ěěěěěě$Ifgd.ĆlĆ E+H+I+J+K+S+U+_+a+j+l+u+w++ƒ+Œ+Ž+—+™+§+Š+ˇ+š+Ç+É+Ó+Ő+Ţ+ŕ+é+ë+ő+÷+,, , ,,,+,-,;,=,?,C,\,],‘,š,œ,Ľ,§,°,˛,ź,ž,Ç,É,Ň,Ô,Ţ,ŕ,é,ë,ô,ö,-- ----&-(-6-8-F-H-őćőćőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőŰőÔČÔČÔÄÔÄÔÄÔÄÔÄÔÄÔÄÔÄÔÄÔÄÔÄÔÄÔÄÔÄÔÄhB:hľ@ŕh”,5OJQJ hb-Ńh”,hľ@ŕhB:OJQJhľ@ŕh”,CJOJQJaJhľ@ŕh”,OJQJMV+W+ćkdţ $$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕW+_+b+j+m+u+x+ěěěěěě$Ifgd.ĆlĆ x+y+ćkdř $$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕy++„+Œ++—+š+ěěěěěě$Ifgd.ĆlĆ š+›+ćkdň $$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ›+œ++ž+Ÿ+§+Ş+ěěěěěě$Ifgd.ĆlĆ Ş+Ť+ćkdě$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕŤ+Ź+­+Ž+Ż+ˇ+ş+ěěěěěě$Ifgd.ĆlĆ ş+ť+ćkdć$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕť+ź+˝+ž+ż+Ç+Ę+ěěěěěě$Ifgd.ĆlĆ Ę+Ë+ćkdŕ$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕË+Ó+Ö+Ţ+á+é+ě+ěěěěěě$Ifgd.ĆlĆ ě+í+ćkdÚ$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕí+ő+ř+,, ,,ěěěěěě$Ifgd.ĆlĆ ,,ćkdÔ$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ,,,,,,,ěěěěěě$Ifgd.ĆlĆ ,,ćkdÎ$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ, ,!,",#,+,.,ěěěěěě$Ifgd.ĆlĆ .,/,ćkdČ$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ/,0,1,2,3,;,>,ěěěěěě$Ifgd.ĆlĆ >,?,@,gd.ĆćkdÂ$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ@,A,B,C,K,L,T,\,],úúúççççHžkdź$$If–lÖÖF”˙)" 3Źmo tŕÖ0˙˙˙˙˙˙öˆ6öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕ$Ifgd.ĆlĆ gd.Ć],a,e,n,r,v,,ƒ,‡,,‘,ěěěěěěěěěě$Ifgd.ĆlĆ ‘,’,ćkdn$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ’,š,,Ľ,¨,°,ł,ěěěěěě$Ifgd.ĆlĆ ł,´,ćkdh$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ´,ź,ż,Ç,Ę,Ň,Ő,ěěěěěě$Ifgd.ĆlĆ Ő,Ö,ćkdb$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕÖ,Ţ,á,é,ě,ô,÷,ěěěěěě$Ifgd.ĆlĆ ÷,ř,ćkd\$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕř,ů,ú,-- --ěěěěěě$Ifgd.ĆlĆ --ćkdV$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ-----&-)-ěěěěěě$Ifgd.ĆlĆ )-*-ćkdP$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ*-+-,---.-6-9-ěěěěěě$Ifgd.ĆlĆ 9-:-ćkdJ$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ:-;-<-=->-F-I-ěěěěěě$Ifgd.ĆlĆ I-J-ćkdD$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕJ-R-U-]-`-a-b-ěěěěěě$Ifgd.ĆlĆ H-R-T-]-_-k-m-v-x-„-†--‘-Ś-¨-ą-ł-Á-Ă-Ń-Ó-Ý-ß-č-ę-ó-ő-˙-. . ....5.6.r.{.}.†.ˆ.‰.Š.”.–.Ÿ.Ą.˘.Ł.­.Ż.˛.ł.˝.ż.Č.Ę.Ó.Ő.Ý.ß.č.ę.ń.ó.ý.˙./ ////!/*/,/5/7/A/ůőůőůőůőůőůőůőůőůőůőůőůőůőůőůőůőůéŢéŢÓŢÓŢĂŢÓŢÓŢĂŢÓŢĂŢÓŢÓŢÓŢÓŢÓŢÓŢÓŢÓŢÓŢÓŢÓŢÓŢhľ@ŕh”,5CJOJQJaJhľ@ŕhB:OJQJhľ@ŕh”,OJQJhľ@ŕh”,5OJQJhB: hb-Ńh”,Mb-c-ćkd>$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕc-k-n-v-y-z-{-ěěěěěě$Ifgd.ĆlĆ {-|-ćkd8 $$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ|-„-‡--’-“-”-ěěěěěě$Ifgd.ĆlĆ ”-•-ćkd2!$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ•--ž-Ś-Š-ą-´-ěěěěěě$Ifgd.ĆlĆ ´-ľ-ćkd,"$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕľ-ś-ˇ-¸-š-Á-Ä-ěěěěěě$Ifgd.ĆlĆ Ä-Ĺ-ćkd&#$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕĹ-Ć-Ç-Č-É-Ń-Ô-ěěěěěě$Ifgd.ĆlĆ Ô-Ő-ćkd $$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕŐ-Ý-ŕ-č-ë-ó-ö-ěěěěěě$Ifgd.ĆlĆ ö-÷-ćkd%$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ÷-˙-. . ...ěěěěěě$Ifgd.ĆlĆ ...gd.Ććkd&$$If–lÖֈ”˙+)Ŕ"Ż' 3NP tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ...$.%.-.5.6.:.úúççççHçžkd'$$If–lÖÖF”˙˜œ! 3tuž tŕÖ0˙˙˙˙˙˙öˆ6öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕ$Ifgd.ĆlĆ gd.Ć:.>.J.N.R.^.b.f.r.ěěěěěěěě$Ifgd.ĆlĆ r.s.ćkdş'$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕs.{.~.†.‰.Š.‹.ěěěěěě$Ifgd.ĆlĆ ‹.Œ.ćkd´($$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕŒ.”.—.Ÿ.˘.Ł.¤.ěěěěěě$Ifgd.ĆlĆ ¤.Ľ.ćkdŽ)$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕĽ.­.°.ą.˛.ł.´.ěěěěěě$Ifgd.ĆlĆ ´.ľ.ćkd¨*$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕľ.˝.Ŕ.Č.Ë.Ó.Ö.ěěěěěě$Ifgd.ĆlĆ Ö.×.ćkd˘+$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ×.Ý.ŕ.č.ë.ń.ô.ěěěěěě$Ifgd.ĆlĆ ô.ő.ćkdœ,$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕő.ý.// ///ěěěěěě$Ifgd.ĆlĆ //ćkd–-$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ//"/*/-/5/8/ěěěěěě$Ifgd.ĆlĆ 8/9/ćkd.$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ9/A/D/L/O/W/Z/ěěěěěě$Ifgd.ĆlĆ A/C/L/N/W/Y/e/g/p/r/€/‚/Œ/Ž/—/™/Ľ/§/°/˛/ž/Ŕ/Ć/Č/á/â/0$0&0/010:0<0F0H0Q0S0\0^0j0l0u0w0ƒ0…0“0•0Ł0Ľ0ą0ł0ź0ž0Ç0É0Ó0Ő0Ý0Ţ0ŕ0č0é0ë0ö0÷0ů01111111 1"1.10191;1D1F1P1R1[1]1a1őęőęőęőęőęőęőęőęőęőęőęă×ę×ęőęőęőęőęőęőęőęőęőęőęőęőęőęőęőęăőęăőęăőęăőęăőęăőęőęőęőęőęőęhľ@ŕh”,5OJQJ hb-Ńh”,hľ@ŕh”,OJQJhľ@ŕhB:OJQJUZ/[/ćkdŠ/$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ[/\/]/e/h/p/s/ěěěěěě$Ifgd.ĆlĆ s/t/ćkd„0$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕt/u/v/w/x/€/ƒ/ěěěěěě$Ifgd.ĆlĆ ƒ/„/ćkd~1$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ„/Œ//—/š/›/œ/ěěěěěě$Ifgd.ĆlĆ œ//ćkdx2$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ęľ 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laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ×3ß3â3ă3ä3ĺ3ć3ěěěěěě$Ifgd.ĆlĆ ć3ç3ćkd˜Y$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕç3ď3ň3ó3ô3ő3ö3ěěěěěě$Ifgd.ĆlĆ ö3÷3ćkd’Z$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ÷3˙344444ěěěěěě$Ifgd.ĆlĆ 44ćkdŒ[$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ4444444ěěěěěě$Ifgd.ĆlĆ 44ćkd†\$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ44"4#4$4%4&4ěěěěěě$Ifgd.ĆlĆ &4'4ćkd€]$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ'4/42434445464ěěěěěě$Ifgd.ĆlĆ 6474ćkdz^$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ74?4B4J4M4U4X4ěěěěěě$Ifgd.ĆlĆ X4Y4ćkdt_$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕÖ0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕY4a4d4l4o4p4q4ěěěěěě$Ifgd.ĆlĆ 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laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ˘6Ş6­6ľ6¸6Ŕ6Ă6ĺĺĺĺĺĺ$„šţ&`#$/„´Ifgdľ@ŕlĆ Ă6Ä6îkd×r$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕ 6`”šţ”´Ö0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙”´4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕÄ6Ě6Ď6×6Ú6â6ĺ6ĺĺĺĺĺĺ$„šţ&`#$/„´Ifgdľ@ŕlĆ ĺ6ć6îkdŕs$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕ 6`”šţ”´Ö0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙”´4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕć6î6ń6ů6ü677ĺĺĺĺĺĺ$„šţ&`#$/„´Ifgdľ@ŕlĆ 77îkdét$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕ 6`”šţ”´Ö0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙”´4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ77777&7)7ĺĺĺĺĺĺ$„šţ&`#$/„´Ifgdľ@ŕlĆ )7*7îkdňu$$If–lÖֈ”˙Ÿ˜Łœ!§& 3ę‹ę‹ę´ tŕ 6`”šţ”´Ö0˙˙˙˙˙˙öˆ6öÖ˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙Ö˙˙˙˙˙˙”´4Ö4Ö laöpÖ<˙˙˙˙˙˙˙˙˙˙˙˙ytľ@ŕ*72757=7@7H7K7ĺĺĺĺĺĺ$„šţ&`#$/„´Ifgdľ@ŕlĆ 27<7=7G7H7S7T7^7_7i7j7u7v7€777˜7›7Ł7Ś7Ž7˛7ş7˝7Ĺ7Č7Đ7Ô7Ü7ß7ç7ę7ň7ö7ţ78 8 888 8*8+85868A8B8L8M8W8X8c8d8n8o8y8z8…8†88‘8›8œ8§8¨8˛8ł8˝8ž8É8Ę8Ô8Ő8ß8ŕ8ë8ě8ö8÷899Q9R9\9]9g9h9s9t9~9őîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőîőâőâőâőâőhľ@ŕhş'5OJQJ 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" ; = Q Č Ě ŕ ă _`hi‚ďŕ̺̺Ěďŕ̺̺Ěďŕ̺̺ĚŕĚďĽďĽĽďŕ̺̺ĚďĽďĽĽďŕ̺̺ĚďĽďĽĽď)hb-ŃhlSŤ0JB*CJOJQJaJph˙)jhb-ŃhlSŤ0JCJOJQJUaJ#hb-ŃhlSŤ0JCJOJQJ\aJ&hb-ŃhlSŤ0J5CJOJQJ\aJhb-ŃhlSŤCJOJQJaJ hb-ŃhlSŤ0JCJOJQJaJ8 Ž  ¨ Ů í c d } Ž  8 9 R ňňňňňňňňňňňňň „$If^„gd.Ć R S ö  .!! „$If^„gd.ĆŃkd 5$$If–Öֈâ˙[×MĂ!9*­2BCAAA@Ö0ĚĚĚĚĚĚĚĚĚĚĚĚ˙˙öË26ööÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚ3Ö4ÖaöbÖ €  š = Q Ç Č á „˜(ňňňňňňňňňňňňň „$If^„gd.Ć ‚„˜'()+<=b÷řů,7GRbdf˘¤¸-0ńÝËÝËÝńIJŁ~ŁÄlZńZńZńZÝIńÝËÝ hb-ŃhlSŤ0JCJOJQJaJ"hb-ŃhlSŤ5CJOJQJ\aJ"hb-ŃhlSŤ5CJOJQJ\aJ hb-ŃhlSŤ0JOJQJmH sH &hb-ŃhlSŤ0J5OJQJ\mH sH hb-ŃhlSŤOJQJmH sH "hb-ŃhlSŤ5OJQJ\mH sH hb-ŃhlSŤ#hb-ŃhlSŤ0JCJOJQJ\aJ&hb-ŃhlSŤ0J5CJOJQJ\aJhb-ŃhlSŤCJOJQJaJ()*+ř.)))gd.ĆŃkdĂ5$$If–Öֈâ˙[×MĂ!9*­2BCAAA@Ö0ĚĚĚĚĚĚĚĚĚĚĚĚ˙˙öË26ööÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚ3Ö4ÖaöbÖřů -Hcúńńń_ńńń’kd{6$$If–ÖÖFâ˙×Ă!­2€…€‚€Ö0ĚĚĚĚĚĚĚĚĚĚĚĚ˙˙öË26ööÖ ĚĚĚĚĚĚĚĚĚÖ ĚĚĚĚĚĚĚĚĚÖ ĚĚĚĚĚĚĚĚĚÖ ĚĚĚĚĚĚĚĚĚ3Ö4ÖaöbÖ  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hb-ŃhlSŤ0JCJOJQJaJ&hb-ŃhlSŤ0J5CJOJQJ\aJhb-ŃhlSŤCJOJQJaJ hb-ŃhlSŤ0JCJOJQJaJ&hb-ŃhlSŤ0J5CJOJQJ\aJ*—Ť.!! „$If^„gd.ĆŃkdó9$$If–Öֈâ˙^ÜUÎ!G*ž2BCAAA@Ö0ĚĚĚĚĚĚĚĚĚĚĚĚ˙˙öˆ6ööÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚ3Ö4ÖaöbÖŤ3ĹŮaóňňňňňňň „$If^„gd.ƏąĹ.!! „$If^„gd.ĆŃkdŤ:$$If–Öֈâ˙^ÜUÎ!G*ž2BCAAA@Ö0ĚĚĚĚĚĚĚĚĚĚĚĚ˙˙öˆ6ööÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚ3Ö4ÖaöbÖąĹMOln‚  )+?ÇČĘlnĽ§šIK]´ľˇČÉî„…ěÚěÉşěÚěÉşěÚşěÉşěÚěÉşěÚěÉşěÚşłĄ’~m’ hb-ŃhlSŤ0JOJQJmH sH &hb-ŃhlSŤ0J5OJQJ\mH sH hb-ŃhlSŤOJQJmH sH "hb-ŃhlSŤ5OJQJ\mH sH hb-ŃhlSŤhb-ŃhlSŤCJOJQJaJ hb-ŃhlSŤ0JCJOJQJaJ#hb-ŃhlSŤ0JCJOJQJ\aJ&hb-ŃhlSŤ0J5CJOJQJ\aJ#ĹMn‚ +?Çňňňňňňň „$If^„gd.ĆÇČ.!! „$If^„gd.ĆŃkdc;$$If–Öֈâ˙^ÜUÎ!G*ž2BCAAA@Ö0ĚĚĚĚĚĚĚĚĚĚĚĚ˙˙öˆ6ööÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚÖĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚĚ3Ö4ÖaöbÖl§ťK_´ňňňňňňň 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˙ĚĚĚ!hb-Ńh‘y†5CJOJQJ\]!hb-Ńh‘y†5CJOJQJ\]hb-Ńh‘y†CJaJ"hb-Ńh‘y†5CJOJQJ\aJĄŢ˘ŢŁŢöŢ÷Ţ ßßôôčUL;„q„q$If]„q^„qgd.Ć $Ifgd.ƒkdq$$If–lÖ”ÄÖ0äýö `0€ €j% ÖÖ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮ dÄ$Ifgd.Ć $@&Ifgd.Ćß)ßŕŕŕŕŞŕîĺ>ĺĺĺ§kdr$$If–l4Ö”îÖFäýoö `0ŕ‹ŕ‡€j% ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ $Ifgd.Ć„q„q$If]„q^„qgd.ĆŞŕŤŕŹŕ­ŕ âMDDD $Ifgd.ƲkdDs$$If–l4Ö”(ÖFäýoö `0  €j% ÖÖ˙˙˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ŮŮŮŤŕŹŕ­ŕ â â â ââ#â%ă&ă4ă5ăIăJăąăĂăPä_ä…ä†ä‡äˆä‰äđäŐÇźŹ”đ‡źykđ[ŐOŐOŐÇźF”hb-Ńh‘y†CJhŮrCJOJQJaJhb-Ńh‘y†5CJOJ QJ \hb-Ńh‘y†5CJOJQJhb-Ńh‘y†5CJOJQJhb-Ńh‘y†CJOJQJ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†CJaJhb-Ńh‘y†5CJ\aJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\ â â â â%ăriii $Ifgd.ƌkdpt$$If–l4Ö”ÔÖFäýoö `0  €j%Ö0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţ%ă&ă5ăJă…ä†äneZee $@&Ifgd.Ć $Ifgd.Ɛkd_u$$If–lÖÖ0äýö `0€ €j% ÖÖ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮنä‡äˆä_ĺ‡~~ $Ifgd.ĆxkdPv$$If–lÖ”ęÖ0äýö `0€ €j%Ö0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţ‰äŸä^ĺ_ĺ`ĺuĺ,ç-ç/ç:çAç[ç\çrçuçwçxçç‚ç‹çŒçç•çŹçéÔÇźŽŸź˜ŠŠsh`ULU`UD`Šh‘y†OJQJhs˙5OJQJhs˙hs˙OJQJhs˙OJQJhs˙h‘y†OJQJhb-Ńh‘y†5OJQJhs˙5>*OJQJhb-Ńh‘y†5>*OJQJ hb-Ńh‘y†hb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJOJQJhb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚ_ĺ`ĺuĺ,çlcc $Ifgd.ƒkdw$$If–lÖ”ęÖ0äýö `0€ €j% ÖÖ˙ĚĚĚ˙ĚĚĚÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ĚĚĚ˙ĚĚĚ,ç-ç.çMçNçŒç–çźç˝çžçżçŔçč]čË臂‚‚‚‚‚‚‚yyyyy $Ifgd.Ćgd.Ćxkdx$$If–lÖ”ęÖ0äýö `0€ €j%Ö0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţŹçťçźç˝çžçżçŔçÁçŘçččč'č\č]č^čfčĘčËčĚčőçŰÔĸ ƒn Wƒn ?ƒ4hb-Ńh‘y†CJaJ/hb-Ńh‘y†5CJOJQJ\fHqĘ ˙ĚĚĚ,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJhb-Ńh‘y†5CJOJQJ\/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\ hb-Ńh‘y†hb-Ńh‘y†5OJQJhb-Ńh‘y†5>*OJQJhb-Ńh‘y†OJQJËčĚčękdÓx$$If–lÖÖräýoö ůü`0€‹€‡€€€d Ö Ö2˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙4Ö4Ö laöPţpÖ2˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮĚčÍčäčńčňčóčŽéŤé‹ęŒęîîîîîĺĺĺĺ $Ifgd.Ć„q„q$If]„q^„qgd.Ć ĚčÍčäčńčňčóčéŽéŞéŤéŒęęŽęęŤę&ë'ë(ë)ë÷ăŃÁľŚŚŚ„rľZMD1Á%hb-Ńh‘y†5CJOJQJ\]aJhb-Ńh‘y†CJhb-Ńh‘y†CJOJQJ/hb-Ńh‘y†5CJOJQJ\fHqĘ ˙ĚĚĚ"hb-Ńh‘y†5CJOJQJ\aJhb-Ńh‘y†CJaJ-hb-Ńh‘y†CJOJQJaJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\"hb-Ńh‘y†5CJOJQJ\^J&hb-Ńh‘y†5CJOJQJ\^JaJhb-Ńh‘y†CJŒęęŽęę'ë3*** $Ifgd.ĆËkdLz$$If–lÖ”ZÖräýoö ůü`0€‹€‡€€d ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ'ë(ë)ë*ë´ëľëťëĐëýëěîíîîîďîţî ďď÷ďřďůďúďűďLńôôëëćëŐŐëëëŐôŐŐëĐëëëëFf逄q„q$If]„q^„qgd.ĆFf6} $Ifgd.Ć $@&Ifgd.Ć)ë*ëGë´ëľëÁëĐëýëîîîî'îGîěîíîîîďîţî ď ďďďˇď¸ďöďřďôä×ĚźŞžƒƒƒĚjäYäPDPƒĚhb-Ńh‘y†5CJ\hb-Ńh‘y†CJ!hb-Ńh‘y†5CJOJQJ\]0hb-Ńh‘y†CJOJQJ\aJfHqĘ ˙ĚĚĚhs˙CJOJQJaJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\"hb-Ńh‘y†5CJOJQJ\^Jhb-Ńh‘y†5CJOJQJaJhb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJhb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJ\řďúďűď+đŠđüđLńMńYńgńhń›ń6ň7ň8ň9ň:ň;ňOňŒňňŽňđäÔƚƎÔš‘oŽ^FÔĆ:Žhb-Ńh‘y†5CJ\/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ!hb-Ńh‘y†5CJOJQJ\]"hb-Ńh‘y†5CJOJQJ\aJhb-Ńh‘y†CJOJQJ\aJhb-Ńh‘y†5CJ\!hb-Ńh‘y†5CJOJQJ\]hb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJhb-Ńh‘y†CJOJQJ\hb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\LńMńSńZńhńNC:)„q„q$If]„q^„qgd.Ć $Ifgd.Ć $@&Ifgd.Ć°kdç‚$$If–lÖ”ÖFäýoö `0€‹€‡€j% ÖÖ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮhń›ń7ň8ň9ň:ňîĺ?44 $@&Ifgd.ĆĽkd*„$$If–lÖ”ËÖFäýoö `0€‹€‡€j% ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ $Ifgd.Ć„q„q$If]„q^„qgd.Ć:ňňŽň ňľňŔňžóó`WFFW„q„q$If]„q^„qgd.Ć $Ifgd.ƒkdW…$$If–lÖ”ÄÖ0äýö `0€ €j% ÖÖ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮ dÄ$Ifgd.ĆŽňŸňľňŔňóžóŸó óĄó˘óšó5ô6ô7ô8ô9ôFôbô&ő'ő(ő*ő+ő@őBöCöQöńáŐšŹáՔá‡{ŹáŐl`lˇŹP”ᇏńhb-Ńh‘y†5CJOJQJ\hs˙CJOJQJaJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†CJOJQJ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJaJhb-Ńh‘y†5CJ\aJhb-Ńh‘y†CJOJQJ\aJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJOJQJžóŸó óĄó6ôXOOO $Ifgd.ƧkdZ†$$If–l4Ö”îÖFäýoö `0ŕ‹ŕ‡€j% ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ6ô7ô8ô9ô'őMDDD $Ifgd.Ʋkd†‡$$If–l4Ö”(ÖFäýoö `0  €j% ÖÖ˙˙˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ'ő(ő)ő*őBöriii $Ifgd.ƌkd˛ˆ$$If–l4Ö”ÔÖFäýoö `0  €j%Ö0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţBöCöRögöQ÷R÷neZee $@&Ifgd.Ć $Ifgd.ƐkdĄ‰$$If–lÖÖ0äýö `0€ €j% ÖÖ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮQöRöfögöŃöŇöP÷Q÷R÷S÷T÷U÷k÷*ř+ř,řAřGůHůIůKůńáŃœŤ”|ePCŤ5”Ť”hb-Ńh‘y†5CJOJQJhb-Ńh‘y†CJOJQJ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJhb-Ńh‘y†5CJ\aJhb-Ńh‘y†CJaJhs˙CJOJQJaJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJOJ QJ \hb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJOJQJR÷S÷T÷+ř‡~~ $Ifgd.Ćxkd’Š$$If–lÖ”ęÖ0äýö `0€ €j%Ö0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţ+ř,řAřHůlcc $Ifgd.ƒkdR‹$$If–lÖ”ęÖ0äýö `0€ €j% ÖÖ˙ĚĚĚ˙ĚĚĚÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ĚĚĚ˙ĚĚĚHůIůJůKůLůkůlůăůóů@úAúBúCúDúEú‡‚‚‚‚‚‚‚‚‚‚yyy $Ifgd.Ćgd.ĆxkdGŒ$$If–lÖ”ęÖ0äýö `0€ €j%Ö0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţKůMůyů{ůłůÉůÎůĎůâůăůçůčůňůóůú ú?úAúBúCúDúEúFú]ú™ú›úœúŞúůëßÔĚÔßÔĂëßÔßëßÔßůł§’zj]’zF,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJhb-Ńh‘y†5CJOJQJ\/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\hs˙5OJQJhs˙OJQJhb-Ńh‘y†OJQJhb-Ńh‘y†5OJQJhb-Ńh‘y†5>*OJQJ hb-Ńh‘y†Eúšú›úâúPűöööö $Ifgd.ĆŞúŤúáúâúăúëúOűPűQűRűiűvűwűxűĂűđăÎśžăđ“ŠvdTH9hb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\"hb-Ńh‘y†5CJOJQJ\^J&hb-Ńh‘y†5CJOJQJ\^JaJhb-Ńh‘y†CJhb-Ńh‘y†CJaJ/hb-Ńh‘y†5CJOJQJ\fHqĘ ˙ĚĚĚ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJhb-Ńh‘y†5CJOJQJ\PűQűękd$$If–lÖÖräýoö üü`0€‹€‡€€€d Ö Ö2˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙4Ö4Ö laöPţpÖ2˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮQűRűiűvűwűxűÄűÍűäűđűůűütýîîîîîĺĺĺĺĺĺĺ $Ifgd.Ć„q„q$If]„q^„qgd.Ć ĂűÄűü1ýOý`ýaýtýuývýwý“ýţţţţţ/ţœţţčŮɟɟɹŸ“{neRB“2nąhb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJOJQJ\%hb-Ńh‘y†5CJOJQJ\]aJhb-Ńh‘y†CJhb-Ńh‘y†CJOJQJ/hb-Ńh‘y†5CJOJQJ\fHqĘ ˙ĚĚĚhb-Ńh‘y†5CJ\"hb-Ńh‘y†5CJOJQJ\aJhb-Ńh‘y†CJaJhs˙CJOJQJ\aJhb-Ńh‘y†CJOJQJ\aJhb-Ńh‘y†CJOJQJaJ-hb-Ńh‘y†CJOJQJaJfHqĘ ˙ĚĚĚtýuývýwýţ3*** $Ifgd.ĆËkdœŽ$$If–lÖ”ZÖräýoö üü`0€‹€‡€€€d ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮţţţţœţţŁţ¸ţĺţ‚ƒ„…”˘˛gôôëëćëŐŐëëëŐôŐŐëĐËëëëëgd.ĆFfG•„q„q$If]„q^„qgd.ĆFf”‘ $Ifgd.Ć $@&Ifgd.ƝţŠţ¸ţĺţ÷ţƒ„…”Ą˘ą˛FďÝŃ²™‰x‰ocoÂXH<‰hb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†CJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†CJ!hb-Ńh‘y†5CJOJQJ\]hb-Ńh‘y†5CJOJQJ\0hb-Ńh‘y†CJOJQJ\aJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJ\aJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\"hb-Ńh‘y†5CJOJQJ\^Jhb-Ńh‘y†5CJOJQJaJFĽght‚ƒś38EF*ghizńäńŮȸ䬝‘‘ŮČnV¸ńJŮ<hb-Ńh‘y†5CJOJQJhb-Ńh‘y†5CJ\/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ!hb-Ńh‘y†5CJOJQJ\]"hb-Ńh‘y†5CJOJQJ\aJhs˙CJOJQJaJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\!hb-Ńh‘y†5CJOJQJ\]hb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJhb-Ńh‘y†CJOJQJ\ghnuƒNC:)„q„q$If]„q^„qgd.Ć $Ifgd.Ć $@&Ifgd.Ć°kdE—$$If–lÖ”.ÖFäýoö `0€‹€‡€j% ÖÖ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮƒśHĽîăÚÚ4Ľkdˆ˜$$If–lÖ”ÖFäýoö `0€‹€‡€j% ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ $Ifgd.Ć $@&Ifgd.Ć„q„q$If]„q^„qgd.Ćhi{ôôčUL;„q„q$If]„q^„qgd.Ć $Ifgd.ƒkdľ™$$If–lÖ”ÄÖ0äýö `0€ €j% ÖÖ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮ dÄ$Ifgd.Ć $@&Ifgd.Ćz›ƒ„…†‡ˆŸź˝žŔÁÖŘ Ů ç č ü ý V W X đäŐÇźđä¤đ—‹źđäŐÇź{¤đ—źm_đOŐÇźhb-Ńh‘y†5CJOJ QJ \hb-Ńh‘y†5CJOJQJhb-Ńh‘y†5CJOJQJhb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJ\hb-Ńh‘y†CJOJQJ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJaJhb-Ńh‘y†5CJ\aJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\›„…†‡îĺ>ĺĺĺ§kd¸š$$If–l4Ö”îÖFäýoö `0ŕ‹ŕ‡€j% ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ $Ifgd.Ć„q„q$If]„q^„qgd.Ć˝MDDD $Ifgd.Ʋkdä›$$If–l4Ö”(ÖFäýoö `0  €j% ÖÖ˙˙˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ˝žżŔŘ riii $Ifgd.ƌkd$$If–l4Ö”ÔÖFäýoö `0  €j%Ö0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţŘ Ů č ý W neZe $@&Ifgd.Ć $Ifgd.Ɛkd˙$$If–lÖÖ0äýö `0€ €j% ÖÖ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮW X Y 0 ‡~~ $Ifgd.Ćxkdđž$$If–lÖ”ęÖ0äýö `0€ €j%Ö0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţX Y Z p / 0 1 F ĹĆÇÉő÷'.239:OPĽŚ§¨÷ßČłŚ›~÷›wi]R]i]R]i]R]wBhb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†OJQJhb-Ńh‘y†5OJQJhb-Ńh‘y†5>*OJQJ hb-Ńh‘y†hb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJOJQJhb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJ0 1 F Ćlcc $Ifgd.ƒkd°Ÿ$$If–lÖ”ęÖ0äýö `0€ €j% ÖÖ˙ĚĚĚ˙ĚĚĚÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ĚĚĚ˙ĚĚĚĆÇČçč9:Ś§¨Š˙F´‡‚‚‚‚‚‚‚yyyyy $Ifgd.Ćgd.ĆxkdĽ $$If–lÖ”ęÖ0äýö `0€ €j%Ö0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţ ¨ŠŞÁţ˙EFGOł´ľśÍÚôÜĚżŞÜ“ĚżŞÜ{żĚpgSA"hb-Ńh‘y†5CJOJQJ\^J&hb-Ńh‘y†5CJOJQJ\^JaJhb-Ńh‘y†CJhb-Ńh‘y†CJaJ/hb-Ńh‘y†5CJOJQJ\fHqĘ ˙ĚĚĚ,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJhb-Ńh‘y†5CJOJQJ\/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†5CJ\´ľękdsĄ$$If–lÖÖräýoö üü`0€‹€‡€€€d Ö Ö2˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙4Ö4Ö laöPţpÖ2˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮľśÍÚŰÜ'1=HRZ3îîîîîĺĺĺĺĺĺĺĺ $Ifgd.Ć„q„q$If]„q^„qgd.Ć ÚŰÜZ3456SĎĐŃŇÓđ]^đäŐžŐŽŁ‘äylcPđä@lŁhb-Ńh‘y†5CJOJQJ\%hb-Ńh‘y†5CJOJQJ\]aJhb-Ńh‘y†CJhb-Ńh‘y†CJOJQJ/hb-Ńh‘y†5CJOJQJ\fHqĘ ˙ĚĚĚ"hb-Ńh‘y†5CJOJQJ\aJhb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJ\aJ-hb-Ńh‘y†CJOJQJaJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\345673*** $Ifgd.ĆËkdú˘$$If–lÖ”ţÖräýoö üü`0€‹€‡€€€d ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ7ĎĐŃŇÓ]^dyŚop qööëëööćöŐŐöŐëŐŐööĐËöööögd.ĆFfĽŠ„q„q$If]„q^„qgd.ĆFfňĽ $@&Ifgd.Ć $Ifgd.Ć^jyŚnopŒœ PŻ!ďÝŃŠ™ˆ™sÂhXL™>1hb-Ńh‘y†CJOJQJhb-Ńh‘y†CJOJQJ\hb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†CJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†CJ!hb-Ńh‘y†5CJOJQJ\]hb-Ńh‘y†5CJOJQJ\0hb-Ńh‘y†CJOJQJ\aJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\"hb-Ńh‘y†5CJOJQJ\^Jhb-Ńh‘y†5CJOJQJaJ!qr›œĎMăäĺćçčü9:;Lbńć×ĆśŠ}ćĆlTśńHć:śhb-Ńh‘y†5CJOJQJhb-Ńh‘y†5CJ\/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ!hb-Ńh‘y†5CJOJQJ\]hľ@ŕh‘y†CJOJQJ\aJhb-Ńh‘y†CJOJQJ\aJhb-Ńh‘y†5CJ\hb-Ńh‘y†CJOJQJhb-Ńh‘y†5CJOJQJ\!hb-Ńh‘y†5CJOJQJ\]hŘ–0JCJOJQJ\aJhb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJ\qr‡ŽNA6- $Ifgd.Ć $@&Ifgd.Ć „¨$If^„¨gd.Ć°kdŁŤ$$If–lÖ”ĆÖFäýoö `0€‹€‡€j% ÖÖ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮŽœĎMV^fîîĺŃŃŃ$Ifgd.ĆlĆ K$ $Ifgd.Ć„q„q$If]„q^„qgd.Ćfgkrv`LLL$Ifgd.ĆlĆ K$žkdćŹ$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕvw{ƒˆ`LLL$Ifgd.ĆlĆ K$žkdŠ­$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕˆ‰˜ž`LLL$Ifgd.ĆlĆ K$žkd.Ž$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕžŸŁŽ˛`LLL$Ifgd.ĆlĆ K$žkdŇŽ$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ಳˇżÄ`LLL$Ifgd.ĆlĆ K$žkdvŻ$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕÄĹĆÇČ`LLL$Ifgd.ĆlĆ K$žkd°$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕČÉĘËĚ`LLL$Ifgd.ĆlĆ K$žkdž°$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕĚÍÓÝâ`LLL$Ifgd.ĆlĆ K$žkdbą$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕâăä`W $Ifgd.ƞkd˛$IfK$L$–lÖÖF{Ź ÝúÇÇ tŕÖ0˙˙˙˙˙˙öŠ öÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöpÖ˙˙˙˙˙˙ytľ@ŕäĺćç:YNNB dÄ$Ifgd.Ć $@&Ifgd.ĆĽkdŞ˛$$If–lÖ”ËÖFäýoö `0€‹€‡€j% ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ:;MbmVlcRRc„q„q$If]„q^„qgd.Ć $Ifgd.ƒkd׳$$If–lÖ”ÄÖ0äýö `0€ €j% ÖÖ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮbmUVWXYZqíîďđńđńňôő   01= > ? ôĺ×Ěźô¤ź—‹Ěźôĺ×Ě{¤ź—Ěm_źOĺ×Ěhb-Ńh‘y†5CJOJ QJ \hb-Ńh‘y†5CJOJQJhb-Ńh‘y†5CJOJQJhb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJ\hb-Ńh‘y†CJOJQJ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†CJaJhb-Ńh‘y†5CJ\aJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\VWXYîXOOO $Ifgd.ƧkdÚ´$$If–l4Ö”îÖFäýoö `0ŕ‹ŕ‡€j% ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮîďđńńMDDD $Ifgd.Ʋkdś$$If–l4Ö”(ÖFäýoö `0  €j% ÖÖ˙˙˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ŮŮŮńňóô riii $Ifgd.ƌkd2ˇ$$If–l4Ö”ÔÖFäýoö `0  €j%Ö0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţ  1> neZe $@&Ifgd.Ć $Ifgd.Ɛkd!¸$$If–lÖÖ0äýö `0€ €j% ÖÖ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ŮŮŮ˙ŮŮŮ> ? @ !‡~~ $Ifgd.Ćxkdš$$If–lÖ”ęÖ0äýö `0€ €j%Ö0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţ? @ A W !!!-! # # # ##;#<#l#t#y#z#}##”#•#Ł#¤#÷ßČłŚ›~÷›wl^RGR^RGR^RG^hb-Ńh‘y†OJQJhb-Ńh‘y†5OJQJhb-Ńh‘y†5>*OJQJhs˙5>*OJQJ hb-Ńh‘y†hb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJOJQJhb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJ!!-! #lcc $Ifgd.ƒkdŇš$$If–lÖ”™Ö0äýö `0€ €j% ÖÖ˙ĚĚĚ˙ĚĚĚÖ0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţpÖ˙ĚĚĚ˙ĚĚĚ # # ###-#.#~##Ł#¤#Ľ#Ś#ü#C$‡‚‚‚‚‚‚‚‚‚yyyy $Ifgd.Ćgd.ĆxkdÇş$$If–lÖ”ęÖ0äýö `0€ €j%Ö0˙˙˙˙˙˙ö|2ööÖ˙˙Ö˙˙Ö˙˙Ö˙˙4Ö4Ö laöPţ¤#Ľ#Ś#§#ž#ű#ü#ý# $B$C$D$L$°$ą$˛$ł$Ę$×$đäĚźŻšĚƒŻšĚkŻź`WC1"hb-Ńh‘y†5CJOJQJ\^J&hb-Ńh‘y†5CJOJQJ\^JaJhb-Ńh‘y†CJhb-Ńh‘y†CJaJ/hb-Ńh‘y†5CJOJQJ\fHqĘ ˙ĚĚĚ,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJhb-Ńh‘y†5CJOJQJ\/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\C$ą$ö $Ifgd.Ćą$˛$ękd•ť$$If–lÖÖräýoö ůü`0€‹€‡€€€d Ö Ö2˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙4Ö4Ö laöPţpÖ2˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮŮ˙ŮŮٲ$ł$Ę$×$Ř$Ů$a%m%y%†%’%Ą%Ş%Ž% (îîîîîĺĺĺĺĺĺĺĺĺ $Ifgd.Ć„q„q$If]„q^„qgd.Ć×$Ř$Ů$`%a%‘%’%Ş%Ť%­%Ž%('ˆ'( (!("(#(?(ş(ť(đäŐžŐŻŐ ŐŻŐ„ygäOB9hb-Ńh‘y†CJhb-Ńh‘y†CJOJQJ/hb-Ńh‘y†5CJOJQJ\fHqĘ ˙ĚĚĚ"hb-Ńh‘y†5CJOJQJ\aJhb-Ńh‘y†CJaJhs˙CJOJQJaJhb-Ńh‘y†CJOJQJ\aJhb-Ńhs˙CJOJQJaJhb-Ńh‘y†fHqĘ ˙ĚĚĚ-hb-Ńh‘y†CJOJQJaJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\ (!("(#() $Ifgd.ĆŐkd˝$$If–lÖ”ZÖräýoö ůü`0€‹€‡€€€d ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙Ö˙˙˙˙˙4Ö4Ö laöPţpÖ(˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ˙˙˙˙˙˙˙˙˙˙˙˙#(ť(ź(˝(ž(H)I)O)d)‘)h-i-x-†-–-Ł/¤/Ľ/Ś/§/ř0öëëööćöŐŐöŐëŐŐöĐööööFfżĂ„q„q$If]„q^„qgd.ĆFf Ŕ $@&Ifgd.Ć 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laöPţpÖ˙ŮŮŮ˙ŮŮŮ dÄ$Ifgd.ĆŤ2Ź2­2ž2Ô2ß2ž3ż3Ŕ3Á3Â3Ů3U4V4W4X4Y4ƒ4„4•4˜4'5(5)5+5,5A5îăŐĹšŠăĹšî€îăĹš€t€t€îădLĹ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†5CJOJQJ\hŘ–CJOJQJaJhb-Ńh‘y†CJOJQJaJ3 j ßhb-Ńh‘y†CJOJQJaJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJOJQJ\aJhb-Ńh‘y†5CJ\hb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJOJQJhb-Ńh‘y†CJaJ"hb-Ńh‘y†5CJOJQJ\aJž3ż3Ŕ3Á3V4XOOO $Ifgd.Ƨkd0É$$If–l4Ö”îÖFäýoö `0ŕ‹ŕ‡€j% ÖÖ˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙ŮŮŮV4W4X4Y4(5MDDD $Ifgd.Ʋkd\Ę$$If–l4Ö”(ÖFäýoö `0  €j% ÖÖ˙˙˙˙˙ŮŮŮÖ0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţpÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ŮŮŮ(5)5*5+5C6riii $Ifgd.ƌkdˆË$$If–l4Ö”ÔÖFäýoö `0  €j%Ö0˙˙˙˙˙˙ö|2ööÖ ˙˙˙Ö ˙˙˙Ö ˙˙˙Ö ˙˙˙4Ö4Ö laöPţA5C6D6R6S6g6h6÷6ű6g7h7i7j7k77@8A8B8W8č8óčÚĚźŹ‘ƒčzbK6óčڝ)hb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚ,hb-Ńh‘y†5CJOJQJfHqĘ ˙ĚĚĚ/ j ßhb-Ńh‘y†CJOJQJfHqĘ ˙ĚĚĚhb-Ńh‘y†CJhb-Ńh‘y†5CJ\aJhŘ–CJOJQJaJhb-Ńh‘y†CJOJQJaJhb-Ńh‘y†5CJOJ QJ \hb-Ńh‘y†5CJOJQJ\hb-Ńh‘y†5CJOJQJhb-Ńh‘y†5CJOJQJhb-Ńh‘y†CJaJhb-Ńh‘y†CJOJQJC6D6S6h6g7h7neZee $@&Ifgd.Ć $Ifgd.ƐkdwĚ$$If–lÖÖ0äýö `0€ €j% 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