ࡱ>  lnghijks bjbjWW N== ``D~TMtf$ !T",aLcLcLcLcLcLcL$ODRLQj#5 ^ j#j#LL+++j#aL+j#aL++E H2D&rqFMLL0MFR'R4 HR H@1">o",+"$"1"1"1"LL)1"1"1"Mj#j#j#j#R1"1"1"1"1"1"1"1"1"` :  Wayne County Public Schools Revised July, 2015 Curriculum Guide for Grade 7 Accelerated Mathematics 2010 NC Standard Course of Study for Mathematics Grades 7 & 8 Math -- in 1 year Grade 7 Overview Ratios and Proportional Relationships Analyze proportional relationships and use them to solve real-world and mathematical problems -- compute unit rates associated with ratios of fractions; identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships; use proportional relationships to solve multi-step ratio and percent problems --- simple interest, tax, markups & markdowns, percent increase/decrease, gratuities, fees, percent error, etc. The Number System Apply and extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers extend the rules for manipulating fractions to complex fractions. Expressions and Equations Use properties of operations to generate equivalent expressions. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Geometry Draw, construct, and describe geometrical figures and describe the relationship between them -- solve problems involving scale drawings; draw geometric shapes with given conditions; describe the 2-D figures resulting from slicing 3-D figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Statistics and Probability Use random sampling to draw inferences about a population. Draw informal comparative inferences about two populations use measures of center and measures of variability for numerical data from random samples. Investigate chance processes and develop, use, and evaluate probability models find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. Grade 8 Overview The Number System Know that there are numbers that are not rational, and approximate them by rational numbers --- understand that every number has a decimal expansion; use the decimal expansion to determine if a number is rational or irrational; use rational approximations to compare irrational numbers and to locate irrational numbers on a number line diagram. Expressions and Equations Work with radicals and integer exponents integer exponents can be positive or negative; solve equations using square root and cube root symbols; use numbers expressed as a single digit times an integer power of 10 to estimate very large or very small quantities; perform operations with numbers expressed in scientific notation. Understand the connections between proportional relationships, lines, and linear equations -- graph proportional relationships, interpreting the unit rate as the slope of the graph; use similar triangles to understand slope between any 2 distinct points on a non-vertical line in the coordinate plane; derive the equation y=mx for a line going through the origin and the equation y=mx + b for a line intercepting the vertical axis at b. Analyze and solve linear equations and pairs of simultaneous linear equations solve linear equations in 1 variable; analyze & solve pairs of simultaneous linear equations (systems of 2 linear equations in 2 variables). Functions Define, evaluate, and compare functions determine input & output; compare 2 functions algebraically, graphically, numerically in tables, or by verbal descriptions; identify linear & nonlinear functions. Use functions to model relationships between quantities analyze the graphs to determine where the function is increasing or decreasing, if linear or nonlinear, etc.; sketch a graph that exhibits the qualitative features of a function that has been described verbally. Geometry Understand congruence and similarity using physical models, transparencies, or geometry software verify congruence by using a sequence of rotations, reflections, and translations; describe similarity by using a sequence of rotations, reflections, translations, and dilations; use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. Understand and apply the Pythagorean Theorem explain a proof and its converse; find the unknown side length in a right triangle; find the distance between 2 points in a coordinate system. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres know the formulas. Statistics and Probability Investigate patterns of association in bivariate data construct and interpret scatter plots to investigate patterns of association between 2 quantities -- clustering, outliers, positive or negative association, linear or nonlinear association; interpret the slope and intercept of the equation of a linear model; investigate bivariate categorical data by displaying frequencies and relative frequencies in a 2-way table . Grades 7 & 8 Resources: NC SCoS K 12 Mathematics Standards:  HYPERLINK "http://www.ncpublicschools.org/docs/acre/standards/common-core/standards-k-12.pdf" http://www.ncpublicschools.org/docs/acre/standards/common-core/standards-k-12.pdf NC DPI NC COMMON CORE INSTRUCTIONAL SUPPORT TOOLS Home page:  HYPERLINK "http://www.ncpublicschools.org/acre/standards/common-core-tools/" http://www.ncpublicschools.org/acre/standards/common-core-tools/ *** NC DPI Grade 7 Math Unpacking Document:  HYPERLINK "http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/7th.pdf" http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/7th.pdf *** NC DPI Grade 8 Math Unpacking Document:  HYPERLINK "http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/8th.pdf" http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/8th.pdf NC DPI Grade 7 Math Curriculum Crosswalk:  HYPERLINK "http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/crosswalks/math/grade7.pdf" http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/crosswalks/math/grade7.pdf NC DPI Grade 8 Math Curriculum Crosswalk:  HYPERLINK "http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/crosswalks/math/grade8.pdf" http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/crosswalks/math/grade8.pdf *** NC Math Wiki: Middle School Resources  HYPERLINK "http://maccss.ncdpi.wikispaces.net/Middle+School" http://maccss.ncdpi.wikispaces.net/Middle+School NC DPI Grade 7 Quick Reference Guide:  HYPERLINK "http://aplus.ncdpi.wikispaces.net/file/view/ReferenceGuide_8th_grade.pdf/369680166/ReferenceGuide_8th_grade.pdf"  http://aplus.ncdpi.wikispaces.net/file/view/ReferenceGuide_7th_grade.pdf/369680154/ReferenceGuide_7th_grade.pdf NC DPI Grade 8 Quick Reference Guide:  HYPERLINK "http://aplus.ncdpi.wikispaces.net/file/view/ReferenceGuide_8th_grade.pdf/369680166/ReferenceGuide_8th_grade.pdf" http://aplus.ncdpi.wikispaces.net/file/view/ReferenceGuide_8th_grade.pdf/369680166/ReferenceGuide_8th_grade.pdf NC DPI Grade 7 Lessons For Learning:  HYPERLINK "http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade7.pdf/460716188/CCSSMathTasks-Grade7.pdf" http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade7.pdf/460716188/CCSSMathTasks-Grade7.pdf NC DPI Grade 8 Lessons For Learning:  HYPERLINK "http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade6.pdf/460716250/CCSSMathTasks-Grade6.pdf" http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade8.pdf/460716114/CCSSMathTasks-Grade8.pdf Textbook Resources: Holt Pre Algebra, Holt Inc., ( 2004 Holt Middle School Math, Course 2, North Carolina Edition by Holt Inc. , ( 2004 Holt Middle School Math, Course 3, North Carolina Edition by Holt Inc., ( 2004 Council of Chief State School Officers (CCSSO)Common Core State Standards Resources:  HYPERLINK "http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/ccsso.pdf" http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/ccsso.pdf   CCSS: Standards for Mathematical Practice Note: These 8 Standards for Mathematical Practice play a critical role in student understanding of the content standards set forth in the NC Standard Course of Study for Mathematics, grades K 12. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Seventh Grade 2010 NC Standard Course of Study -- MATH Critical Areas 1. Developing understanding of and applying proportional relationships Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships. 2. Developing understanding of operations with rational numbers and working with expressions and linear equations Students develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percents as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve problems. 3. Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of three-dimensional objects. In preparation for work on congruence and similarity in Grade 8 they reason about relationships among two-dimensional figures using scale drawings and informal geometric constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students work with three-dimensional figures, relating them to two-dimensional figures by examining cross-sections. They solve real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 4. Drawing inferences about populations based on samples Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Ratios and Proportional Relationships (Weight of Std: 22 27%) 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour. 7.RP.2 Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or by graphing on a coordinate plane and observing whether the graph is a straight line through the origin. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax ,markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. The Number System (Weight of Standard: 7 12%) 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p & q are integers, then (p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. (NOTE: Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) Expressions and Equations (Weight of Std: 22 27%) 7.EE Use properties of operations to generate equivalent expressions. 7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means thatincrease by 5% is the same as multiply by 1.05. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Geometry (Weight of Standard: 22 27%) 7.G Draw, construct, and describe geometrical figures and describe the relationships between them. 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 7.G.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi- step problem to write and solve simple equations for an unknown angle in a figure. 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two-and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Statistics and Probability (Weight of Standard: 12 17%) 7.SP Use random sampling to draw inferences about a population. 7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Draw informal comparative inferences about two populations. 7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Investigate chance processes and develop, use, and evaluate probability models. 7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. b. Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. c. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Eighth Grade 2010 NC Standard Course of Study MATH Critical Areas 1. Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate changes by an amount A, the output or y-coordinate changes by the amount mA. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and y-intercept) in terms of the situation. Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems. 2. Grasping the concept of a function and using functions to describe quantitative relationships Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations. 3. Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres. MATHEMATICAL PRACTICES 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. THE NUMBER SYSTEM ( Weight of Standard: 2 7%) 8.NS Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.1 Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational. 8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions. For example, by truncating the decimal expansion of  EMBED Equation.3 , show that  EMBED Equation.3 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. EXPRESSIONS AND EQUATIONS (Weight of Std: 27 32%) 8.EE Work with radicals and integer exponents. 8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 3-5 = 3-3 = 1/33 = 1/27. 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that  EMBED Equation.3 is irrational. 8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 10 8 and the population of the world as 7 10 9, and determine that the world population is more than 20 times larger. 8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Understand the connections between proportional relationships, lines, and linear equations. 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. 8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Analyze and solve linear equations and pairs of simultaneous linear equations. 8.EE.7 Solve linear equations in one variable. a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. 8.EE.8 Analyze and solve pairs of simultaneous linear equations. a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. FUNCTIONS (Weight of Standard: 22 27%) 8.F Define, evaluate, and compare functions. 8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Note: Function notation is not required in Grade 8.) 8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. 8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. Use functions to model relationships between quantities. 8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. GEOMETRY (Weight of Standard: 20 25%) 8.G Understand congruence and similarity using physical models, transparencies, or geometry software. 8.G.1 Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. 8.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. 8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. Understand and apply the Pythagorean Theorem. 8.G.6 Explain a proof of the Pythagorean Theorem and its converse. 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real world and mathematical problems in two and three dimensions. 8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. 8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real world and mathematical problems. STATISTICS AND PROBABILITY (Weight of Std: 15 20%) 8.SP Investigate patterns of association in bivariate data. 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? Major Work of the Grade Seventh GradeMajor ClustersSupporting/Additional ClustersRatios and Proportional Relationships Analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Expressions and Equations Use properties of operations to generate equivalent expressions. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Geometry Draw, construct and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Statistics and Probability Use random sampling to draw inferences about a population. Draw informal comparative inferences about two populations. Investigate chance processes and develop, use, and evaluate probability models. Major Work of the Grade Eighth GradeMajor ClustersSupporting/Additional ClustersExpressions and Equations Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations. Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities. Geometry Understand congruence and similarity using physical models, transparencies, or geometry software. Understand and apply the Pythagorean Theorem. Solve real-world and mathematical problems involving volume of cylinders, cones and spheres. The Number System Know that there are numbers that are not rational, and approximate them by rational numbers. Statistics and Probability Investigate patterns of association in bivariate data. Wayne County Public Schools Revised JULY 2015 Mathematics Pacing Guide: Grade 7 Accelerated Math 2010 NC Standard Course of Study for Mathematics Major Instructional Resource: NC DPIs Grades 7 & 8 Math Unpacking Document s 2010 NC SCoS for Grade 7 Math and Grade 8 Math Essential Questions should be incorporated into daily math activities in order to engage students in real life problem solving. DomainFirst QuarterSecond QuarterThird QuarterFourth QuarterRatios and Proportional Relationship Gr. 7 (22% - 27%)7.RP.1 7.RP.2 a,b,c,d 7.RP.3The Number System Gr. 7 (7% - 12%) Gr. 8 (2% - 7%)7.NS.1 a,b,c,d 7.NS.2 a,b,c,d 7.NS.38.NS.1 8.NS.2Expressions and Equations Gr. 7 (22% - 27%) Gr. 8 (27% 32%)7.EE.1 7.EE.2 7.EE.3 7.EE.4 a,b8.EE.1 8.EE.2 8.EE.3 8.EE.48.EE.5 8.EE.6 8.EE.7 a,b 8.EE.8 a,b,cGeometry Gr. 7 (22% - 27%) Gr. 8 (20% - 25%)7.G.1 7.G.2 7.G.38.G.1 a,b,c 8.G.4 8.G.2 8.G.5 8.G.37.G.4 7.G.5 7.G.68.G.6 8.G.9 8.G.7 8.G.8Statistics and Probability Gr. 7 (12% - 17%) Gr. 8. (15% - 20%)7.SP.1 7.SP.2 7.SP.3 7.SP.47.SP.5 7.SP.6 7.SP.7 a,b 7.SP.8 a,b,c8.SP.1 8.SP.2 8.SP.3 8.SP.4Functions Gr. 8 (22% - 27%)8.F.1 8.F.4 8.F.2 8.F.5 8.F.3Textbook Holt Pre Algebra, 2004 Note: The textbook does not provide oneto-one coverage of the NC SCoS Math Standards. Always use DPIs Grades 7 & 8 Math Unpacking Documents & supplement with the textbook only as appropriate. Be sure to omit Chapters & Chapter Sections that are not aligned to the Grades 7 & 8 NC SCoS Math Standards.Use DPIs Grades 7 & 8 Math Unpacking Documents Supplement with Textbook as Appropriate Chpt 1: Algebra Toolbox Sections 1-1 to 1-6: Equations & Inequalities Chpt 2: Integers & Exponents All: Integers, Exponents, & Scientific Notation Chpt 3: Rational & Real Nos. All except Section 3-10: (Omit 3-10): Rational Numbers & Operations; Real Numbers (Squares & Square Roots) Chpt 10: More Equations & Inequalities: Omit 10-5 ----------------------------------------------------------------------- DPI Resources Grade 7 (2003 SCS) Indicators 1.02, 1.03, 5.02, 5.03 DPI Resources Grade 6 (2003 SCS) Indicators Goal 5 (all)Use DPIs Grades 7 & 8 Math Unpacking Documents Supplement with Textbook as Appropriate Chpt 7: Ratios and Similarity All: Ratios, Rates, Proportions; Similarity & Scale, Dilations, Scale Models Chpt 8: Percents All except Section 8-5: (Omit 8-5) Chpt 5: Plane Geometry Sections 5-2 thru 5-7: Plane Figures; Patterns (Congruence & Transformations) Note: Need to find resources for constructing triangles and angles. --------------------------------------- DPI Resources Grade 7 (2003 SCS) Indicators 1.01, 2.01, 3.01cUse DPIs Grade s 7 & 8 Math Unpacking Documents Supplement with Textbook as Appropriate Chpt 6: Perimeter, Area, & Volume: All Perimeter & Area; Right Triangles; the Pythagorean Theorem; Circles; 3-D Geometry; Volume; Surface Area Chpt 4: Collecting, Displaying, & Analyzing Data: All DPI Resources Grade 7 (2003 SCS) Indicators 2.02, 4.05Use DPIs Grades 7 & 8 Math Unpacking Documents Supplement with Textbook as Appropriate Chpt 9: Probability: Omit 9-8 Chpt 11: Graphing Lines Sections 11-1, 11-2, 11-3 --- Linear Equations 11-5, 11-7 ---- Linear Relationships NOTE: Domain 8.F.1 thru 8.F.5 --- May use time after Gr 7 Math EOG Chpt 12: Sequences & Functions Sections 12-4 and 12-5 Functions, Linear Functions ----------------------------------- DPI Resources Grade 6 (2003 SCS) Indicators Goal 4 (all)First Quarter Accelerated Math 7 Domain: The Number SystemCluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers.7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, and the rules for multiplying signed numbers. Interpret products of rational numjbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then (p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)Cluster: Know that there are numbers that are not rational, and approximate them by rational numbers.8.NS.1 Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational. 8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., 2). For example, by truncating the decimal expansion of "2, show that "2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. Domain: Expressions and EquationsCluster: Use properties of operations to generate equivalent expressions.7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.Cluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.Cluster: Work with radicals and integer exponents.8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 3-5 = 3-3 = 1/33 = 1/27. 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that "2 is irrational. 8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 108 and the population of the world as 7 109, and determine that the world population is more than 20 times larger. 8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Second Quarter Accelerated Math 7 Domain: Ratios and Proportional RelationshipsCluster: Analyze proportional relationships and use them to solve real-world and mathematical problems.7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.7.RP.2 Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. Represent proportional relationships by equations. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.7.RP.3 Use proportional relationships to solve multistep ratio and percent problems.Domain: GeometryCluster: Draw, construct, and describe geometrical figures and describe the relationships between them.7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.7.G.3 Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software.8.G.1 Verify experimentally the properties of rotations, reflections, and translations:  a. Lines are taken to lines, and line segments to line segments of the same length.  b. Angles are taken to angles of the same measure.  c. Parallel lines are taken to parallel lines.8.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. 8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.Third Quarter Accelerated Math 7 Domain: GeometryCluster: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.Cluster: Understand and apply the Pythagorean Theorem.8.G.6 Explain a proof of the Pythagorean Theorem and its converse. 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.Cluster: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. Domain: Statistics and ProbabilityCluster: Use random sampling to draw inferences about a population.7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.Cluster: Draw informal comparative inferences about two populations. 7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.  7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. Fourth Quarter Accelerated Math 7 Domain: Expressions and EquationsCluster: Understand the connections between proportional relationships, lines, and linear equations. 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. 8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations. 8.EE.7 Solve linear equations in one variable.  a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).  b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.8.EE.8 Analyze and solve pairs of simultaneous linear equations.  a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.  b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. Domain: Statistics and ProbabilityCluster: Investigate chance processes and develop, use, and evaluate probability models.7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good explain possible sources of the discrepancy. a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. b. Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language (ex rolling double sixes) identify the outcomes in the sample space which compose the event. c. Design and use a simulation tool to generate frequencies for compound events.Cluster: Investigate patterns of association in bivariate data.8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? Fourth Quarter (Continued) Accelerated Math 7 Domain: FunctionsCluster: Define, evaluate, and compare functions. 8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Note: Function notation is not required in Grade 8.) 8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. 8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.Cluster: Use functions to model relationships between quantities. 8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rat of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Wayne County Public Schools 2010 NC Standard Course of Study for Mathematics Accelerated Math 7 Textbook Resource: Holt Pre-Algebra, by Holt, Inc., 2004. NOTE: Not all Chapters nor all sections of each Chapter of the textbook are aligned to the 2010 NC Math SCoS be sure to use ONLY the sections that are aligned to the 2010 NC Math SCoS. The taught curriculum is the 2010 North Carolina Standard Course of Study for Mathematics; the textbook is only one of many instructional resources Chapter Topics Chapter 1: Algebra Toolbox Chapter 2: Integers and Exponents Chapter 3: Rational and Real Numbers Chapter 4: Collecting, Displaying, and Analyzing Data Chapter 5: Plane Geometry Chapter 6: Perimeter, Area, and Volume Chapter 7: Ratios and Similarity Chapter 8: Percents Chapter 9: Probability Chapter 10: More Equations and Inequalities Chapter 11: Graphing Lines Chapter 12: Sequences and Functions Chapter 13: Polynomials OMIT Chapter 14: Set Theory and Discrete Math OMIT 2010 NC SCoS: Mathematics K 8 Continuum of Math Domains Domains K12345678 Counting and CardinalityCCMajor Operations and Algebraic ThinkingOAMajorMajorMajor30-35%12-17%5-10% Number and Operations in Base TenNBTMajorMajorMajor5-10%22-27%22-27% Measurement and DataMDSupportMajor & SupportMajor & Support22-27%12-17%10-15% GeometryGSupportSupportSupport10-15%12-17%2-7%12-17%22-27%20-25% Number and Operations -- FractionsNF20-25%27-32%47-52% Ratios and Proportional RelationshipsRP12-17%22-27% The Number SystemNS27-32%7-12%2-7% Expressions and EquationsEE27-32%22-27%27-32% Statistics and ProbabilitySP7-12%12-17%15-20% FunctionsF22-27% For K 2, the Major Work of the Grade is composed of Major Clusters and Supporting/Additional Clusters as denoted in chart. For grades 3 8, t*Q]bcdnijҗ~~o`O~A3h\ h5CJ]aJh1,h1,5CJ$]aJ$ *h!R h8UJ56CJ$]aJ$ *h!R h8UJ5CJ$]aJ$h$ h'*56CJ$]aJ$h8UJ5CJ$]aJ$h1,h55CJ$]aJ$h5CJ$]aJ$ *h'*h'*5>*CJ$]aJ$ *h1,h5>*CJ$]aJ$ *h'*5>*CJ$]aJ$h1,h5CJ$]aJ$h5CJ(]aJ((jhJ{x5CJ(U]aJ(mHnHud$ 4 9 K & g 7$8$H$^gdg 7$8$H$^gdg & F7$8$H$gd & F7$8$H$gd 7$8$H$gd $7$8$H$a$gd'* $7$8$H$a$gd$a$gd1,  $ 3 A F G t v    " % 6 7 8 ƿư}qbh h556CJ]aJh 556CJ]aJhG-56CJ]aJh hg56CJ]aJh 56CJ]aJhg56CJ]aJh h 56CJ]aJ hg5] h 5] h55]h55B*]phh5B*]phh5CJ]aJh55CJ]aJ#8 9 K v & f g / 1 z{ ghȽХtjc ha2 5]hKh55]ha2 h56]ha2 h556]h 556]ha2 ha2 56]ha2 56]ha2 hg56]hybhg56>*]hghg56]hg56] hg5] h55] h5]h5B*]phh h56CJ]aJ& {i 1En| 7$8$H$^gd'* & F7$8$H$gd & F7$8$H$gd 7$8$H$gd8UJ & F7$8$H$gd1, & F7$8$H$gd & F7$8$H$gdhi 13Ea/xj[M[xjxAxh56CJ]aJh1h5CJ]aJh1h56CJ]aJh9h5CJ]aJh9h56CJ]aJhdXh56] h5]h5B*]phh8UJh1,5]h8UJ5CJ]aJ h8UJ5]h8UJh8UJ5]h8UJh556]h8UJha2 56]h8UJha2 5]h8UJh55]ha2 h56] efnFNlmabz|DN{}89qrwηίΡݡΐΐΡΡ݁ݷwih8UJh8UJ5CJ]aJh8UJh55]hkh56CJ]aJ hY@Yh56>*CJ]aJhY@Yh5CJ]aJh56]h5B*]phhv56CJ]aJhY@Yh56CJ]aJ h5]h9h'*56CJ]aJh56CJ]aJ)}:qrw{WXLMG H F!H!k" 7$8$H$`gd L 7$8$H$gdqh^hgdqgdqgd L 7$8$H$gd 7$8$H$gd8UJ & F7$8$H$gd & F7$8$H$gdwx{}#$uvwzõ{rfUfUGUf5#h Lhq5CJOJQJ^JaJh Lhq0J5CJaJ jh Lhq5CJUaJh Lhq5CJaJhq5CJaJ#h1,h56B*CJaJphPMh5CJOJQJ^JaJh1,h'*5CJ]aJh5CJ]aJh1,h5CJ]aJh8UJhv5CJ]aJhv5CJ]aJh8UJ5CJ]aJh8UJh8UJ5CJ]aJh 5CJ]aJz{|UVWXYJKLMTƷyhThFhyh Lhq0J5CJaJ&jh Lhq5CJUaJ jh Lhq5CJUaJ#h Lhq56B*CJaJphPMh'*5CJaJh LhqCJaJh Lhq0JCJaJh LhqCJaJjh LhqCJUaJ#h Lhq5CJOJQJ^JaJh Lhq5CJaJh L5CJaJ#h Lhq5CJOJQJ^JaJTUY\]E F G H I R ~  D!E!F!G!U!X!w!!! ""i"j"l"m"s"t"{"ҧҒsjajҧҞh'*5CJaJh L5CJaJh Lh L0J5CJaJ jh Lh L5CJUaJh Lh L5CJaJh'*5CJaJh Lhq5CJaJh Lhq0J5CJaJ jh Lhq5CJUaJh Lhq5CJaJ#h Lhq56B*CJaJphPMh'*56B*CJaJphPM%k"m"##D$E$p%x%&&'''((}(((()))) 77$8$H$gd1,gd1/gdq]gd L]gdq h7$8$H$^hgdq 7$8$H$gdq{"""""""##### #!#)#+#8#9#S#T####B$C$D$E$I$L$N$S$򳧞zozh[zOh Lh L5CJaJh$ h L0JCJaJ h$ h Lh$ h LCJaJjh$ h LCJUaJh$ h L5CJaJh L5CJaJh'*5CJaJh Lhq5CJaJh Lhq5CJ]aJh Lhq0J5CJ]aJ#jh Lhq5CJU]aJh Lhq56CJ]aJh Lhq5CJ]aJS$$$$$n%o%w%x%}%%%%%%%%%%%'&)&*&&&&&&&&&&&&&G'H''''ٹٱ٥xٹmeh LCJ aJ h Lh LCJaJh?h L0JCJaJjh LCJUaJh$ h LCJaJh L5CJaJh$ h L5CJaJh'*CJaJh LCJaJh LhqCJaJh Lhq0JCJaJh LhqCJaJjh LhqCJUaJh Lhq5CJaJ''''''''(((((-(f(v(w(((((((((())G)H))))))ȹȨȚȹȨȚȹȨȎtccUch'*hq0J5CJaJ jh'*hq5CJUaJh'*hq56CJaJh'*hq5CJaJh'*hq5CJaJh'*hq5CJ ]aJ jh'*hq5CJ]aJh'*hq5>*CJ]aJh'*hq5CJ]aJh LhqCJ aJ h?_Fhq5CJaJhq5CJaJh L5CJaJ!))))))))****'*(*Y***&+(+)+_+ݹŭypbpTF:h>hzN>5CJ4aJ4heiDhzN>5>*CJ aJ h{kZhzN>5>*CJ aJ h{kZhzN>56CJ aJ hzN>5CJ aJ h{kZhzN>5CJ aJ hzN>5>*CJ aJ heiDhzN>5>*CJ<aJ<heiDhzN>56>*CJ<aJ<hzN>56>*CJ<aJ<h+[v56CJ]aJh1,56CJ]aJh1/hq>5CJaJ+jhzN>56CJU]aJmHnHuh|hq5CJaJ))))'*(**+(+)+_+`+++++++,,,,B,C, & F7$8$H$gdzN>gdzN>h^hgdzN> & FgdzN>gdzN>$a$gdzN> 7$8$H$gd+[v_+`+++++++,,,,A,B,C,x,y,z,{,|,},,,,,,,,,,,--ĸyn`UhzN>5CJ\aJh@hzN>5CJ\aJh]chzN>CJaJh]chzN>5>*CJaJh]chzN>5CJaJh$ hzN>56 hzN>56h$ hzN>5h'*56CJ]aJhzN>56CJ]aJh1,56CJ]aJhzN>5CJ4aJ4h>hzN>5CJ4]aJ4h>hzN>5CJ4aJ4h>hzN>5CJaJ C,z,{,|,},,,,-b-- .e../g// 0G00081-D7$8$H$M ]gdzN> 7$8$H$]gdzN>TL7$8$H$]T^LgdzN> 7$8$H$gd+[v & F7$8$H$gdzN>----a-g-y-z----- ..2.3.Y.Z.b.j.......//D/E/V/W/f/l/////////// 00G0000000000001(161=1_1`1z1{111111111%2&2)2*292?2w2x2222hzN>5CJ\aJh@hzN>5CJ\aJh@hzN>CJaJhzN>CJaJT8111:222033354M4441555+666(7}778W888C99-D7$8$H$M ]gdzN>222222/353W3X33333334444:4M44444444450565X5Y5555555556666*606t6u6~66666677'7-7>7?7|7777777777778$8C8E8W8hzN>5CJ\aJh@hzN>5CJ\aJh@hzN>CJaJhzN>CJaJNW8a8b88888899B9H9[9\999999999];;;;;;;;<ɵylbThhzN>5CJ\aJh ~,hzN>5\ *h$ hzN>5>*\ *hhzN>5>*\ *hB"hzN>5\ hzN>5\hhzN>5>*\#h'NMhzN>5B*CJ\aJph&h'NMhzN>5>*B*CJ\aJphh]chzN>CJaJhzN>CJaJh]chzN>CJaJhzN>5CJ\aJh]chzN>5CJ\aJ99994:]:::::#;];; <y<<i==1>>>C???m@ 7$8$H$gdzN> 7$8$H$gdzN>-D7$8$H$M ]gdzN><w<<<<===3=4=5=i=p===0>B>L>M>P>S>>>>>C?T????????? @9@:@l@~@@@@@@@@@@@A*A9A:AiAjAŹ߫ߜߍߜߜhhzN>56CJ]aJh'NMhzN>56CJ]aJhhzN>5CJ\aJh'NMhzN>CJ]aJh$ hzN>56CJ]aJhzN>6CJ]aJhhzN>6CJ]aJhzN>CJaJhhzN>CJaJ7m@@AAAjB~BBBSCC'DDD`EEFFF,GzGGJHtHH]II!JJ 7$8$H$gdzN> 7$8$H$gdzN>jArAtAAAAABiBwB~BBBBBBBB@CACZCCCCC'D4D{DDDDDDDE E.E2E7E8E`EqEEEEEE署~vvvvvvhzN>CJaJhzN>5CJ\aJh ~,hzN>5\ *hhzN>5>*\ *hB"hzN>5\ hzN>5\hhzN>5>*\ hzN>6CJOJQJ]^JaJhzN>6CJ]aJhhzN>5CJ\aJhhzN>6CJ]aJhhzN>CJaJ.EEFFSFFFFFFF+G=GLGMGzGGGGIH[HtHHHHII[InIIIIIJJ!J.JJJJJJJJJKK&KqK~KKKLL_LeLfLLLLM M MeMtMMMMMMMƻh'*5CJ\aJhzN>5CJ\aJhIhzN>CJaJhhzN>5CJ\aJhhzN>6CJ]aJhhzN>CJaJhzN>CJaJDJKqKKNLLLgMMMMMMMMM NlNNL7$8$H$]^LgdzN> L7$8$H$^LgdzN> L7$8$H$^LgdzN> 7$8$H$]gdzN> (7$8$H$](gdzN> 7$8$H$gdzN> t7$8$H$]tgdzN>MMMMMMMMMMNlNyNNNOOOOOPO^O}OOOOOO3PPPPPQQPQQQYQgQwQxQQQQQõ~~ph} hzN>6CJ]aJh|FhzN>6CJ]aJhzN>6CJ]aJhzN>5CJ\aJhzN>CJaJh|FhzN>CJaJh|FhzN>5CJ\aJh ~,hzN>5\ *hhzN>5>*\ *hB"hzN>5\ *hzN>5\ hzN>5\h|FhzN>5>*\,NOQOOOO,PPPZQQ&RRRcSSTtTT;UUVPVVL7$8$H$]^LgdzN>0L7$8$H$]0^LgdzN>L7$8$H$]^LgdzN>QQQQRR#R3RNRORRRRRRRRRR S=S>SLSMSbSpSSSTTTtTTTTTTTTTTTTTTTT9ULUsUtUUUUUUVVPV\VVVVVVVVVVV߯h'NMhzN>6CJaJhzN>5CJ\aJh|FhzN>5CJ\aJhzN>6CJ]aJh|FhzN>6CJ]aJhzN>CJaJh|FhzN>CJaJEVVVVVW.WEWFW^WWWWWWW&X'XUXVX^XuXvX|X}XXXXY_YtYYYYY%Z9ZZZZZZZ[ [i[v[w[x[ƻ|||h|FhzN>5CJ\aJh ~,hzN>5\ *hhzN>5>*\ *hzN>5\ *hB"hzN>5\ hzN>5\h|FhzN>5>*\h} hzN>5CJ\aJhzN>6CJ]aJhzN>CJaJh|FhzN>CJaJh|FhzN>6CJ]aJ0VWWWUXVXXYaYY(ZZZ[j[[[ \(\\\L7$8$H$]^LgdzN> L7$8$H$^LgdzN> L7$8$H$^LgdzN>0L7$8$H$]0^LgdzN>L7$8$H$]^LgdzN>x[[[[\ \.\\\\\\\] ]`]q]]]^^^^(^/^0^^^^^^^^^^^^^^*_Զzlh} hzN>5CJ\aJh ~,hzN>5\ *hhzN>5>*\ *hzN>5\ *hB"hzN>5\ hzN>5\h} hzN>5>*\hzN>5>*\hzN>5CJ\aJh'*5CJ\aJh|FhzN>5CJ\aJh} hzN>CJaJhzN>CJaJh|FhzN>CJaJ'\]a]]^^^^^^#___]``araLL7$8$H$]L^Lgd'*L7$8$H$]^Lgd'* L7$8$H$^Lgd'* 4L7$8$H$^Lgd'* 7$8$H$^gdzN>L7$8$H$]^LgdzN>0L7$8$H$]0^LgdzN>*_{_|_______```\`j`q`r```aaHahaoaaaaaaaaab3bEbSb[b\bpbbbbbbMcVcbcccccccccd0d=dMdNdxdydddddee/e6eƻƻƻƻƻƻƻƻƻƻƻƻƻƻƻhShzN>6CJ]aJhzN>6CJ]aJh} hzN>6CJ]aJh} hzN>5CJ\aJhzN>CJaJhzN>5CJ\aJh} hzN>CJaJDraaFbbbbVcc1dde/eeegffffPgg.hhhUii L7$8$H$^Lgd'*LL7$8$H$]L^Lgd'*L7$8$H$]^Lgd'*6eeeeeee f+fKfefsfffffPg]ggg,h;hhhhhh+iKiSibiiiiiiiijj!j(jwjxjjjjjjjkkkzkkkkkkk l lJl\llllm m׻ɭh} hzN>5CJ\aJhShzN>6CJ]aJh} hzN>6CJ]aJhzN>6CJ]aJhzN>5CJ\aJhzN>CJaJh} hzN>CJaJDi!jjjk}kkKlllWmm*nHnnn*ooofpp L7$8$H$^Lgd'*0L7$8$H$]0^Lgd'*L7$8$H$]^Lgd'*L7$8$H$]^Lgd'* m m!mNmOmVmhmmmmmmmmmn n)n;nHnOnnnnnnn(o;oCoDoooooopdpwpqqqSqqqqqqqqqqqqԪ"hzN>5CJaJfHq h'*6CJOJQJ]^JaJhzN>5CJ\aJh} hzN>5CJ\aJhzN>6CJ]aJh} hzN>6CJ]aJh} hzN>CJaJhzN>CJaJ5pqsqqqq,r.r/r>rrrSsstzttDuu v0-D7$8$H$M ]0gdzN>-D7$8$H$M ]gdzN> |7$8$H$]|gdzN>|h7$8$H$]|^hgd'*h7$8$H$]^hgd'*qrr rrrr#r+r,r-r.r/r>rrrrrsssRsííÛqf\NCNCNCN8hihzN>CJaJhzN>5CJ\aJhihzN>5CJ\aJhTARhzN>5>*h/CVhzN>CJaJ(h KihzN>5CJaJfHq (h` hzN>5CJaJfHq "hzN>5CJaJfHq +h` hzN>56CJaJfHq %hzN>56CJaJfHq (h=EhzN>5CJaJfHq (h KihzN>5CJaJfHq RsXsesfsssssssssstt9t:t;tuAuCuIucuduuuuu vv7v8vpvvvvvvvww&w'w6w6CJ]aJhihzN>6CJ]aJhihzN>CJaJhzN>CJaJT vqvv7www_xx!yyy$zzzG{{ |j||}}}}C~~`!0-D7$8$H$M ]0gdzN>y$z)z9zzzzzG{L{{{{{ |j|o||||}}}}}}}C~H~~~ `e!&ijkIJwh'*5>*\.hzN>5B*CJ\aJfHphq 4h` hzN>5B*CJ\aJfHphq #h` hzN>5B*CJ\aJphh` hzN>5>*B*\phhzN>CJaJhihzN>CJaJhzN>5CJ\aJhihzN>5CJ\aJ.!jk(Ck-ML7$8$H$]^LgdzN>L7$8$H$]^LgdzN> 4LL7$8$H$]L^LgdzN>0-D7$8$H$M ]0gdzN>",-LZ+LM[jk˽whjǝdS hzN>CJUVaJjhzN>6CJU]aJhzN>6CJ]aJh?XhzN>6CJ]aJhzN>5CJ\aJhzN>CJaJh?XhzN>CJaJh?XhzN>5CJ\aJh(hzN>5\ *h=hzN>5>*\ *hJhzN>5\ hzN>5\h?XhzN>5>*\ NDEMVň2l؊L7$8$H$]^LgdzN> 4L7$8$H$]^LgdzN> L7$8$H$^LgdzN>L7$8$H$]^LgdzN>ƄDŽȄɄӄԄ܄ )CDE^px{ôÒuh^Ph?XhzN>5CJ\aJh(hzN>5\ *hehzN>5>*\ *hJhzN>5\ hzN>5\h6hzN>5>*\h` hzN>6CJ]aJ'jh` hzN>6CJEHU]aJj֝dS hzN>CJUVaJhzN>6CJ]aJh?XhzN>6CJ]aJjhzN>6CJU]aJ'jh` hzN>6CJEHU]aJ #$./2569;<=BDEIKMTĆņƆ!45bcvwԺԺԺԬԺԞ풊paj֝dS hzN>CJUVaJjhzN>6CJU]aJh?XhzN>CJ aJ hzN>CJ aJ hHhzN>CJH*aJh?XhzN>5CJ\aJh?XhzN>6CJ ]aJ h` hzN>6CJH*]aJhzN>6CJ]aJh?XhzN>6CJ]aJhzN>5CJ\aJhzN>CJaJh?XhzN>CJaJ&wxyUcjÈ҈ 29  kyԊѻѻѻѻѢ}nѻѻѻѻѻѻh` hzN>6CJH*]aJh?XhzN>6CJ ]aJ hzN>6CJH*]aJhzN>6CJ]aJh?XhzN>6CJ]aJhzN>5CJ\aJhzN>CJaJh?XhzN>5CJ\aJh?XhzN>CJaJjhzN>6CJU]aJ'jIh` hzN>6CJEHU]aJ+ԊUċыҋ IJN{,-_f}ۍ܍ݍލߍ5]bȎҎߎ0:UVah?XhzN>6CJ]aJhzN>6CJ]aJhzN>5CJ\aJh` hzN>6CJaJh?XhzN>5CJ\aJh6hzN>CJaJh?XhzN>CJaJhzN>CJaJ@N n~ލߍ.]Ɏ1׏>O hL7$8$H$]^LgdzN> L7$8$H$^LgdzN>L7$8$H$]^LgdzN>L7$8$H$]^LgdzN>׏܏=GNO @N`ijБM_jk˒zړޓ$%&/FNeh维 *hehzN>5>*\ *hJhzN>5\ hzN>5\h,>?hzN>5>*\h?XhzN>5CJ\aJhzN>CJaJhzN>6CJ]aJh?XhzN>6CJ]aJh?XhzN>CJaJ9N|ۓ%&i[aŖRH 7$8$H$]gdzN> 7$8$H$]gdzN> 7$8$H$gdzN>L7$8$H$]^LgdzN>hiZemr K`kz{Ėϖ$;Fߗ Q\|}ʾݰݰݰhzN>6CJ ]aJ h,>?hzN>6CJ ]aJ hzN>6CJH*]aJhzN>6CJ]aJh,>?hzN>6CJ]aJh` hzN>6CJaJh/>VhzN>CJaJhzN>CJaJh,>?hzN>CJaJh,>?hzN>5CJ\aJh(hzN>5\268FRYZę͙Ι%@A$z #$ޜ=H{'wٞߞ=Qdjʟן؟ƿh(hzN>5\ *hehzN>5>*\ *hJhzN>5\ hzN>5\h,>?hzN>5>*\h,>?hzN>5CJ\aJh,>?hzN>6CJ]aJhzN>CJaJh,>?hzN>CJaJ>H{$ޜ={xٞ>d) 7$8$H$]gdzN> 7$8$H$gdzN> L7$8$H$]LgdzN> 7$8$H$]gdzN>؟(4IJUV !jvҡޡ4AsTU`bchmnfgzͤΤ٤ޤߤ 1ѵߪ hzN>5\h"hzN>5>*\hzN>5CJ\aJ hzN>6CJOJQJ]^JaJhzN>6CJ]aJh,>?hzN>6CJ]aJh,>?hzN>5CJ\aJhzN>CJaJh,>?hzN>CJaJ<kӡ6stuvwUL7$8$H$]^LgdzN> L7$8$H$^LgdzN> 7$8$H$]gdzN> 7$8$H$gdzN>gtΤByե9pڧ>_L7$8$H$]^LgdzN> 4LL7$8$H$]L^LgdzN> L7$8$H$^LgdzN>L7$8$H$]^LgdzN>19=ABԥե8F[]o}ڧ>Jv _f̩*56#N[stޫȽȽȽȽhzN>6CJ]aJh,>?hzN>6CJ]aJhzN>5CJ\aJhzN>CJaJh,>?hzN>CJaJh,>?hzN>5CJ\aJh(hzN>5\ *hehzN>5>*\ hzN>5\ *hJhzN>5\9O456=>?@ABCDEFGHIJ $  !a$gdz 7$8$H$gdQgd1, 7$8$H$gd+[v L7$8$H$]^LgdzN>L7$8$H$]^LgdzN>ޫ߫'456<=>?JLdestɬq_qMq=hzN>hzN>5CJOJPJQJ#hzN>hzN>5CJOJPJQJaJ#hzN>hzN>5CJ OJPJQJaJ hzN>hzN>5OJPJQJ#hzN>hzN>5CJ(OJPJQJaJ(hzN>5CJ(OJPJQJaJ( hzN>56 hR\56hQ56CJ]aJ hHt56h h 56CJ<aJ<h 56CJ]aJh1,56CJ]aJh,>?hzN>6CJ]aJhzN>6CJ]aJJKLdestzlkdw$$IfTl$h% t0644 layteT $$Ifa$gdzN>gdzN>$a$gdzN>ɬ();eT>TT>T & Fd$7$8$H$IfgdzN>d$7$8$H$IfgdzN>kd$$IfTl0H$  t0644 lapyteTɬ);խzE`')-./GHUVuٲHdǵՑtf[h=Eh'*CJaJh=Eh'*56CJaJh'*56CJaJ#hzN>hzN>5CJOJPJQJaJ#hzN>hzN>5CJ OJPJQJaJ #hzN>hzN>5CJ(OJPJQJaJ(#h'*h'*5CJOJPJQJaJ h'*56 hzN>56hzN>hzN>5OJPJQJhzN>hzN>5CJOJPJQJhzN>hzN>OJPJQJ!խyzDE`ׯ' & Fd$7$8$H$IfgdzN> & Fd$7$8$H$IfgdzN>d$7$8$H$IfgdzN> & Fd$7$8$H$IfgdzN>d$7$8$H$IfgdzN> '()*+,-./GHsfffff^^^$a$gdzN> $  !a$gdz $da$gdzN>kd $$IfTl0H$ t0644 layteT HUVenkd# $$IfTl$h% t0644 layteT $$Ifa$gdzN>ɰ%tucR<<<R & Fd$7$8$H$IfgdzN>d$7$8$H$IfgdzN>kd $$IfTl0H$  t0644 lapyteTuM{زٲHId & Fd$-DIfM gdzN>$-DIfM gdzN> & Fd$7$8$H$IfgdzN> & F d$7$8$H$IfgdzN> & F d$7$8$H$IfgdzN>d$7$8$H$IfgdzN>w}ppfaaUUU $$Ifa$gd9gd'*  !gd'* $  !a$gd'*kd` $$IfTl0H$ t0644 layteT JjkvwxĴŴǴԴɵʵɻɻɻxfZU h'*5hh'*5CJaJ#hz~h'*56B*CJaJph h'*56h=Eh'*56>*B* phh=Eh'*56>*CJaJh=Eh'*56>*h=Eh'*5h=Eh'*56h=Eh'*56CJaJh=Eh'*5CJaJh'*5CJaJh=Eh'*CJaJh=Eh'*B*CJaJphh'*CJaJɵ $$Ifa$gd9ɵʵkd $$Iflr !,.\: 0 0 0 0 20\:64 lalp2yt9ʵ !"#$ $Ifgd9$$If^a$gd9 $$Ifa$gd9 ʵ !#$%7?IJOR\ĸĤxhxhWLğxh,h'*CJaJ hg{Dh'*5B* CJaJphhch'*5B* CJ\phh'*5CJ\ *hB"h'*5CJ\ *h'*5CJ\ h'*5\ h'*5h%Vh'*5CJaJh`h'*5hg{Dh'*5CJaJh%Vh'*CJaJh`h'*5CJaJ *h`h'*5CJaJ *h'*5CJhh'*5CJ\aJ$%7J\;/// $$Ifa$gd9kd $$Ifluֈ !,.\: 0 0 0 0\:64 lalyt9\kz $Ifgd9ֶ;/// $$Ifa$gd9kd $$Iflyֈ !,.\: 0 0 0 0\:64 lalyt9¶Ƕɶֶ?@AJQRSTXZ\]pqźũ{ndndnVVVh'*5B* CJaJph *h'*5CJ\ *hB"h'*5CJ\h42h'*5CJ\h'*5CJ\ h'*5\ h'*5hch'*5B* ph h%Vh'*5B* CJaJphh%Vh'*CJaJ hg{Dh'*5B* CJaJphhg{Dh'*5CJaJhch'*5B* CJ\phh'*5B* CJ\phֶݶ @ $$Ifa$gd9 $Ifgd9 @AJ]( $$Ifa$gd9kd;$$Ifl֞ !,.D4\: 0 0 0\:64 lalyt9]pqw}÷ɷϷ޷ $Ifgd9 $$Ifa$gd9Ϸ .0qrָqiaP hg{Dh'*5B* CJaJphh,h'*5hr h'*5hch'*5B* \phh'*5B* \phh`h'*5B* CJ\phhOgCh'*5B* CJ\ph *hB"h'*5CJ\ *h'*5CJ\ h'*5\ h'*5h%Vh'*CJaJ hg{Dh'*5B* CJaJphhg{Dh'*5CJaJhg{Dh'*CJaJ( $$Ifa$gd9kd$$Ifl֞ !(,.\: 0 80 0\:64 lalyt9./07>ELSZery $Ifgd9 $$Ifa$gd9;//& $Ifgd9 $$Ifa$gd9kd$$Iflֈ !,.D4\: 0 0 0 0\:64 lalyt9¸Ѹ׸ $Ifgd9ָ׸ظ>FSW]^bgmnpuùĹ ˸~p~p~bTh=Eh'*5CJ\aJhJh'*5CJ\aJh'*56>*CJ\aJ hJh'*56>*CJ\aJh'*56CJ\aJhJh'*56CJ\aJhJh'*5CJ\aJh xh'*CJaJh'*5>*\h3h'*5>*\h3h'*5CJ \aJ h3h'*5\ h'*5h,h'*5B* ph׸ظ;/&& $Ifgd9 $$Ifa$gd9kd$$Iflֈ !,.D4\: 0 0 0 0\:64 lalyt9ùĹ1aʺ8XYy E $$Ifa$gd9 $If]gd9 $Ifgd9  /01;@ABHMab!X˽th]QCh]Qhh'*6CJ]aJh=Eh'*6CJaJh=Eh'*CJaJh=Eh'*5CJaJh-ph'*5CJaJhGMh'*CJaJhGMh'*5CJaJhGMh'*CJaJh'*56>*CJaJhGMh'*56>*CJaJhGMh'*56CJaJh=Eh'*CJaJh=Eh'*5CJ\aJh'*56CJ\aJh=Eh'*56CJ\aJXYw7Eټ%*+.27ʿޢކzn`QEQEQh'*56>*CJaJhGMh'*56>*CJaJhGMh'*56CJaJhh'*CJ]aJh=Eh'*CJ]aJh=Eh'*6CJ]aJh=Eh'*5CJ]aJh=Eh'*56CJ]aJh=Eh'*56CJaJhRsh'*CJ aJ h'*CJ aJ h=Eh'*6CJaJh=Eh'*CJaJh=Eh'*5CJaJhh'*CJaJټKtu߽@AZv, X $Ifgd9 \ $If]gd9 l $Ifgd9 $If]gd9 $Ifgd97KLstu 3567>@AGZz輱zrzfXOAhHH@h'*6CJ\aJh'*CJ\aJhHH@h'*5CJ\aJhHH@h'*5CJaJh'*CJaJhnh'*CJaJhnh'*CJaJhnh'*5CJaJh,pgh'*5CJaJh'*5CJaJhnh'*CJ aJ h'*CJaJhh'*5CJaJh rh'*5CJaJhGMh'*5CJaJhGMh'*CJaJh'*56>*CJaJ$*+,.19ABLUVq˼~ri]TI=hRsh'*CJ]aJhRsh'*CJaJh'*5CJaJhh'*5CJaJh'*5CJaJhh'*5CJaJh'*56CJaJhh'*56CJaJhGMh'*6CJ]aJh'*6CJ]aJhRsh'*5CJaJ *hRsh'*5CJ\aJhRsh'*5CJ\aJhnh'*6CJ\aJhh'*6CJ\aJh'*6CJ\aJ,Nr̿Ϳ4Sq$&dIfPgd9  $Ifgd9 $If]gd9 $If]gd9 $Ifgd9qr|̿Ϳ߿ "'(3;=>IJRYpw~ʿsjsjsjsjsjsjsjsjsjsjh'*6CJaJhh'*6CJaJhh'*CJaJh'*CJaJh'*5CJaJhh'*5CJaJh rh'*5CJaJhGMh'*5CJaJhGMh'*CJaJh'*56>*CJaJhGMh'*56>*CJaJhGMh'*56CJaJhGMh'*6CJaJ)"¶ypeYM?hGMh'*56CJaJh=Eh'*CJ]aJhRsh'*CJ]aJhRsh'*CJaJh'*5CJaJhh'*5CJaJhh'*5CJaJh'*56CJaJhh'*56CJaJhseh'*6CJaJhh'*6CJ aJ h'*6CJaJhGMh'*CJaJh'*CJaJh'*5CJaJhHH@h'*5CJaJhGMh'*6CJaJ"'(+/4GIqrvwy{,ABCKbcͿwwl^WMWh_h'*5\ h'*5\h_h'*6CJ\aJh'*6CJ\aJh_h'*6CJ\aJh_h'*CJ\aJh'*CJ\aJhnh'*CJ\aJh'*5CJ\aJhnh'*5CJ\aJh rh'*5CJ\aJhGMh'*5CJaJhGMh'*CJaJh'*56>*CJaJhGMh'*56>*CJaJIqrBCKc;Z $Ifgd9 $If]gd9ch%,.ȹȡshYMY?hhRsh'*5CJ]aJh'*56CJ]aJhRsh'*56CJ]aJh'*6CJ]aJhF(h'*CJ\aJh'*6CJ\aJh_h'*6CJ\aJh'*CJ\aJh"Ah'*CJ\aJh'*5>*CJ\aJh_h'*5>*CJ\aJh_h'*5CJ\aJhF(h'*6CJ\aJhF(h'*56CJ\aJh'*56CJ\aJ.8:;YZ[h}~ !"#÷eJBhzN>CJaJ5 *hue9hzN>56B*CJOJQJ\^JaJph2hue9hzN>56B*CJOJQJ\^JaJph,hzN>56B*CJOJQJ\^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>5CJ,aJ,hG hzN>5CJ,aJ, h'*5hGMh'*CJ]aJh'*CJ]aJh'*6CJ]aJhh'*CJaJhh'*5CJaJZ[kdA$$IflFr !,.\: 0 0 0 0 20\:64 lalp2yt9[~!"#lc $IfgdeqkdL$$Ifl40L\:&@8 ;644 lapyte  7$Ifgde $$Ifa$gde$a$gdzN>#)+89:ijkstu[\]^/01ѹѱѹѱѹѱw,hzN>56B*CJOJQJ\^JaJphhRshzN>CJaJ/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJ/hkhzN>5B*CJOJQJ\^JaJph)hzN>5B*CJOJQJ\^JaJph2 *hkhzN>5B*CJOJQJ\^JaJph+89,bkd$$Ifl4 0L\:@8;644 lapyte $Ifgdefkd1$$Ifl4K0L\:&@8  ;644 lap yte9:ijksbkd$$Ifl410L\:@8;644 lapyte $Ifgdestu0bkd#$$Ifl40L\:@8;644 lapyte $Ifgdebkdh$$Ifl40L\:@8;644 lapyte\]^0bkd$$Ifl40L\:@8;644 lapytebkd$$Ifl40L\:@8;644 lapyte $Ifgde/bkdT$$Ifl4^0L\:@8;644 lapyte $Ifgde/010bkd$$Ifl40L\:@8;644 lapyte $Ifgdebkd$$Ifl4k0L\:@8;644 lapytebkd$$Ifl40L\:@8;644 lapyte $Ifgde`_ëngëOn:n:n:)hkhzN>56CJOJQJ]^JaJ/hG hzN>5B*CJOJQJ\^JaJph hG hzN>#hkhzN>5CJOJQJ^JaJ! *hzN>B*OJQJ\^Jph2 *hkhzN>5B*CJOJQJ\^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJ5 *hue9hzN>56B*CJOJQJ\^JaJph2hue9hzN>56B*CJOJQJ\^JaJph $Ifgdeqkd@$$Ifl40L\:@8 ;644 lapyteab0bkd$$Ifl4Z0L\:@8;644 lapyte $Ifgdebkd$$Ifl4L0L\:@8;644 lapyte_`abwyζjOD*2 *hkhzN>5B*CJOJQJ\^JaJphhhzN>CJaJ5 *hue9hzN>56B*CJOJQJ\^JaJph2hue9hzN>56B*CJOJQJ\^JaJph,hzN>56B*CJOJQJ\^JaJph5hYauhzN>56B*CJOJQJ\]^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJ2 *h.OhzN>5B*CJOJQJ\^JaJphhG hzN>56CJ]aJ b[xqkd$$Ifl40L\:@8 |;644 lap|yte $Ifgde $$Ifa$gdeZ[\]ce klmntvǯꍯv\Aꍯ5 *hue9hzN>56B*CJOJQJ\^JaJph2hue9hzN>56B*CJOJQJ\^JaJph,hzN>56B*CJOJQJ\^JaJphhzN>CJaJ2 *hkhzN>5B*CJOJQJ\^JaJph/hzN>56B*CJOJQJ\]^JaJphhhzN>CJaJ/hkhzN>5B*CJOJQJ\^JaJph)hzN>5B*CJOJQJ\^JaJph[\],bkd7$$Ifl4k0L\:@8;644 lapyte $Ifgdefkd|$$Ifl40L\:@8  ;644 lap ytelmnqkd$$Ifl40L\:@8 |;644 lap|yte $Ifgde0bkd!$$Ifl40L\:@8;644 lapyte $Ifgdebkd $$Ifl4X0L\:@8;644 lapyte ʲʲʛfL4/h&[hzN>5B*CJOJQJ\^JaJph2 *hkhzN>5B*CJOJQJ\^JaJph5 *hue9hzN>56B*CJOJQJ\^JaJph2hue9hzN>56B*CJOJQJ\^JaJph,hzN>56B*CJOJQJ\^JaJph/hkhzN>5B*CJOJQJ\^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJ)hzN>5B*CJOJQJ\^JaJph0bkd"$$Ifl40L\:@8;644 lapytebkdA"$$Ifl40L\:@8;644 lapyte $Ifgdewqkd#$$Ifl40L\:@8 |;644 lap|yte $If]gde $Ifgde m{| $(HJزwl`Q`Q`Q`Q`Q`IhG hzN>5hkhzN>56CJ]aJhkhzN>5CJaJhzN>5CJ\aJ *hkhzN>5CJ\aJ/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJh&[hzN>5CJaJh&[hzN>56CJ]aJ,hkhzN>56CJH*OJQJ]^JaJ)hkhzN>56CJOJQJ]^JaJ#hkhzN>5CJOJQJ^JaJLN'bkd=%$$Ifl4^0L\:@8;644 lapyte $Ifgde $Ifgdebkd$$$Ifl40L\:@8;644 lapyteJLNP\`o&'()/1opqӹ}vӹbvVMVhzN>5CJ,aJ,hg)=hzN>5CJ,aJ,&hzN>B*CJOJQJ\^JaJph hkhzN>)hkhzN>56CJOJQJ]^JaJ#hkhzN>5CJOJQJ^JaJ)hzN>5B*CJOJQJ\^JaJph2 *hkhzN>5B*CJOJQJ\^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJhG hzN>5CJaJNP'()bkd%$$Ifl40L\:@8;644 lapyte $Ifgdeo $Ifgde $$Ifa$gde$a$gdzN>bkd&$$Ifl40L\:@8;644 lapyteopq $Ifgdeqkd|'$$Ifl4 0L\:7 ``;644 lapyteqwy ^_`aFGH!"#@F=>ѹѱѹѱ~~~~d2 *h)3hzN>5B*CJOJQJ\^JaJph5h)3hzN>56B*CJOJQJ\]^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJ/h)3hzN>5B*CJOJQJ\^JaJph)hzN>5B*CJOJQJ\^JaJph2 *h.OhzN>5B*CJOJQJ\^JaJph'_`a0bkd($$Ifl40L\:7;644 lapyte $IfgdebkdU($$Ifl4B0L\:7;644 lapyteaFGH0bkd*$$Ifl40L\:7;644 lapytebkdk)$$Ifl40L\:7;644 lapyte $Ifgde!"#bkd*$$Ifl4Y0L\:7;644 lapyte $Ifgde=>0bkd,$$Ifl4U0L\:7;644 lapyte $Ifgdebkd`+$$Ifl4 0L\:7;644 lapyte>Pxxqkd,$$Ifl40L\:7 ̙̙;644 lap̙̙yte $Ifgde $$Ifa$gdewxyzFGHISʲʲʲgLʲ5 *hBhzN>56B*CJOJQJ\^JaJph2hBhzN>56B*CJOJQJ\^JaJph,hzN>56B*CJOJQJ\^JaJph2 *h.OhzN>5B*CJOJQJ\^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJ/h)3hzN>5B*CJOJQJ\^JaJph)hzN>5B*CJOJQJ\^JaJphxyz0bkdP.$$Ifl40L\:7;644 lapyte $Ifgdebkd-$$Ifl40L\:7;644 lapyteGHIbkd/$$Ifl40L\:7;644 lapyte $Ifgde $Ifgdeqkd/$$Ifl40L\:7 ̙;644 lap̙ytelmnklmnotv}-.zvvgh)3hzN>56CJ]aJhzN>h)3hzN>5CJaJhzN>5CJ\aJ *hzN>5CJ\aJh)3hzN>5CJaJ/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJh)3hzN>CJaJ#h)3hzN>5CJOJQJ^JaJ2 *h)3hzN>5B*CJOJQJ\^JaJph(lm'bkdB1$$Ifl4U0L\:7;644 lapyte $Ifgde $Ifgdebkd0$$Ifl40L\:7;644 lapytemnbkd1$$Ifl4U0L\:7;644 lapyte $Ifgde $Ifgde'bkda3$$Ifl40L\:7;644 lapyte $Ifgde $Ifgdebkd2$$Ifl4U0L\:7;644 lapytemnobkd4$$Ifl4U0L\:7;644 lapyte $Ifgde $Ifgde./'bkd5$$Ifl4q0L\:7;644 lapyte $Ifgde $Ifgdebkd4$$Ifl4$0L\:7;644 lapyte./<QRJKLQ"OPQRWY˱˱˱ːpdYMIhzN>h@xhzN>5CJaJhzN>5CJ\aJ *hzN>5CJ\aJ *hBhzN>56CJ\aJhBhzN>56CJ\aJhzN>56CJ\aJ)hzN>5B*CJOJQJ\^JaJph2 *h.OhzN>5B*CJOJQJ\^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>5CJ,aJ,hfS\hzN>5CJ,aJ,hzN>CJaJ/RdhqkdC6$$Ifl40 \:P6 ̙̙k:644 la]p̙̙yte $Ifgde$qq$If]q^qa$gde$a$gdzN>J $Ifgdekkd07$$Ifl4 0 \:P6  ̙k:644 la]p̙yteJKL $Ifgdekkd7$$Ifl40 \:P6  ̙k:644 la]p̙yteP $Ifgde $Ifgdekkd8$$Ifl4l0 \:P6  ̙k:644 la]p̙ytePQR{ $Ifgde $Ifgdeqkd9$$Ifl40 \:P6 ̙̙k:644 la]p̙̙yte789:;@B ɾɾբɾg\h3hzN>CJaJ5hBhzN>56B*CJOJQJ\]^JaJph *hBhzN>56CJ\aJhBhzN>56CJ\aJhzN>56CJ\aJhzN>h@xhzN>5CJaJhzN>5CJ\aJ *hzN>5CJ\aJ/hzN>56B*CJOJQJ\]^JaJphhzN>CJaJh@xhzN>CJaJ9 $Ifgde $IfgdekkdX:$$Ifl40 \:P6  ̙k:644 la]p̙yte9:; $Ifgde $Ifgdekkd;$$Ifl40 \:P6  ̙k:644 la]p̙yte $Ifgde $Ifgdekkd;$$Ifl4g0 \:P6  ̙k:644 la]p̙yte { $Ifgde $Ifgdeqkd<$$Ifl4`0 \:P6 ̙̙k:644 la]p̙̙yte~ $Ifgde $$Ifa$gdekkd=$$Ifl40 \:P6  ̙k:644 la]p̙yteY $IfgdeqkdU>$$Ifl4w0 \:P6 ̙̙k:644 la]p̙̙yteYZ[aIJKuvw~)>?TVb̴̴掩̴̴yaFa5hYauhzN>56B*CJOJQJ\]^JaJph/hzN>56B*CJOJQJ\]^JaJphhzN>5CJ,aJ,h@xhzN>5CJ,aJ,5hBhzN>56B*CJOJQJ\]^JaJphh3hzN>CJaJ/hDGhzN>5B*CJOJQJ\^JaJph2 *hDGhzN>5B*CJOJQJ\^JaJph2h3hzN>6B*CJOJQJ\]^JaJphYZ[IJK0bkd?$$Ifl40 \:P6k:644 la]pyte $Ifgdebkd4?$$Ifl4 0 \:P6k:644 la]pyteKtuqkd@$$Ifl4w0 \:&P6 ̙k:644 la]p̙yte $Ifgdeuvwx $IfgdebkdwA$$Ifl40 \:P6k:644 la]pyte?b $Ifgde $$Ifa$gde$a$gdzN>bkd,B$$Ifl40 \:P6k:644 la]pyteb{ 8:(xzڀrh ihzN>5CJ\aJhhzN>56CJ\aJhzN>h@xhzN>CJaJ hzN>6]hv&hzN>56CJ]aJhv&hzN>5CJaJhzN>5CJ\aJ *hv&hzN>5CJ\aJ/hzN>56B*CJOJQJ\]^JaJphhhzN>56CJaJ,x $Ifgde $$Ifa$gdeqkdB$$Ifl40L\:7 ||;644 lap||yte~ $Ifgde $$Ifa$gdekkdC$$Ifl4g0L\:7  |;644 lap|ytex~ $Ifgde $$Ifa$gdekkdyD$$Ifl4^0L\:7  |;644 lap|ytexyzx $Ifgde $$Ifa$gdeqkd8E$$Ifl40L\:7 ||;644 lap||yte ~ $Ifgde $$Ifa$gdekkdF$$Ifl4 0L\:7  |;644 lap|yte ս󣽮ࣽࣽ~m!hzN>5B*OJQJ\^Jph2 *hv&hzN>5B*CJOJQJ\^JaJphhzN>5CJ\aJh ihzN>CJaJ *hv&hzN>5CJ\aJ/hzN>56B*CJOJQJ\]^JaJphh@xhzN>CJaJhzN>hv&hzN>56CJ]aJhv&hzN>5CJaJ$ ~ $Ifgde $$Ifa$gdekkdF$$Ifl4S0L\:7  |;644 lap|yte~ $Ifgde $$Ifa$gdekkdG$$Ifl40L\:7  |;644 lap|yte~ $Ifgde $$Ifa$gdekkd@H$$Ifl40L\:7  |;644 lap|yte~ $Ifgde $$Ifa$gdekkdH$$Ifl4g0L\:7  |;644 lap|yte'tY>))hzN>5B*CJOJQJ\^JaJph5hhzN>56B*CJOJQJ\]^JaJph5hBhzN>56B*CJOJQJ\]^JaJphh ihzN>CJaJhv&hzN>5CJaJhzN>hzN>5CJ\aJ *hv&hzN>5CJ\aJ/hzN>56B*CJOJQJ\]^JaJph, *hzN>5B*CJOJQJ\^JaJph)hv&hzN>56CJOJQJ]^JaJ#hv&hzN>5CJOJQJ^JaJ~ $Ifgde $$Ifa$gdekkdI$$Ifl40L\:7  |;644 lap|yte'v $Ifgde$qq$If]q^qa$gdekkd}J$$Ifl40L\:7  |;644 lap|yte $Ifgdeqkd5B*CJOJQJ\^JaJph/h}{hzN>5B*CJOJQJ\^JaJph2 *h}{hzN>5B*CJOJQJ\^JaJph2 *h}{hzN>5B*CJOJQJ\^JaJph/hv&hzN>5B*CJOJQJ\^JaJph)hzN>5B*CJOJQJ\^JaJph2 *h}{hzN>5B*CJOJQJ\^JaJph!0bkdL$$Ifl40L\: 7;644 lapyte $IfgdebkdL$$Ifl4Z0L\: 7;644 lapyteFG0bkdM$$Ifl40L\: 7;644 lapytebkdWM$$Ifl4p0L\: 7;644 lapyte $IfgdeGH7bkdN$$Ifl40L\: 7;644 lapyte $Ifgde7890bkdO$$Ifl40L\: 7;644 lapyte $Ifgdebkd:O$$Ifl40L\: 7;644 lapyteCD0bkd#Q$$Ifl40L\: 7;644 lapytebkd|P$$Ifl40L\: 7;644 lapyte $IfgdeBEJѹѪqeaVeaVeGh}{hzN>56CJ]aJh}{hzN>CJaJhzN>h}{hzN>5CJaJh}{hzN>5CJ\aJ *h}{hzN>5CJ\aJhzN>5CJ\aJ *hhzN>56CJ\aJhhzN>56CJ\aJ/h}{hzN>5B*CJOJQJ\^JaJph)hzN>5B*CJOJQJ\^JaJph2 *h}{hzN>5B*CJOJQJ\^JaJphDE{qkdQ$$Ifl40L\: 7 ̙;644 lap̙yte $Ifgde $Ifgde'bkd6S$$Ifl40L\: 7;644 lapyte $Ifgde $IfgdebkdR$$Ifl40L\: 7;644 lapyte bkdS$$Ifl40L\: 7;644 lapyte $Ifgde $Ifgde#%             ٿ٭ٌuj^F8FhYhzN>56CJaJ/hzN>56B*CJOJQJ\]^JaJphhF(hzN>5CJ,aJ,hzN>56CJ$aJ$hF(hzN>56CJ$aJ$hzN>5CJ,aJ,h@xhzN>5CJ,aJ,)hhzN>56CJOJQJ]^JaJ#hhzN>5CJOJQJ^JaJ2 *h}{hzN>5B*CJOJQJ\^JaJph)hzN>5B*CJOJQJ\^JaJphh}{hzN>CJaJ hzN>6]      $Ifgde $$Ifa$gde$a$gdzN>bkdT$$Ifl40L\: 7;644 lapyte    x $Ifgde $$Ifa$gdeqkd9U$$Ifl40L\:7 ``;644 lapyte           r t v { }       )*+Ⱥzn`UzLALALAL`LAhzN>56CJaJhzN>5CJaJh =hzN>CJaJh =hzN>56CJaJh =hzN>5CJaJh =hzN>5CJ\aJ *h =hzN>5CJ\aJ/hzN>56B*CJOJQJ\]^JaJphhYhzN>CJaJhYhzN>6CJ]aJhYhzN>56CJaJhYhzN>5CJaJhYhzN>5CJ\aJ *hYhzN>5CJ\aJ   t ~ $Ifgde $$Ifa$gdekkdV$$Ifl4g0L\:7 ` ;644 lapytet u v ~ $Ifgde $$Ifa$gdekkdV$$Ifl4^0L\:7 ` ;644 lapyte+./0 "$()+ªsgYNsgYCh@xhzN>CJaJh =hzN>CJaJh =hzN>5CJ\aJ *hzN>5CJ\aJ *h =hzN>5CJ\aJhYhzN>56CJaJhzN>56CJaJhYhzN>56CJ\aJ/hzN>56B*CJOJQJ\]^JaJphhzN>56CJ\]aJh =hzN>56CJ\aJhzN>56CJH*aJhzN>56CJaJhzN>5CJaJ"~ $Ifgde $$Ifa$gdekkdW$$Ifl40L\:7 ` ;644 lapyte"#$x $Ifgde $$Ifa$gdeqkdOX$$Ifl40L\:7 ``;644 lapyte~ $Ifgde $$Ifa$gdekkdY$$Ifl4 0L\:7 ` ;644 lapyte $  a$gdzN>kkdY$$Ifl4S0L\:7 ` ;644 lapyteBCWkp{AHIRrɾޤ|odod|S|odo|S *h'*hzN>56>*CJaJ *h'*hzN>5>* *h'*hzN>56>* *h'*hzN>5>*CJaJhzN>5>*CJaJhSu7hzN>5>*CJaJhSu7hzN>5CJaJhRhzN>56CJ aJ hzN>56CJ aJ hk hzN>5CJ aJ h'*5CJ aJ hzN>5CJ aJ /hzN>56B*CJOJQJ\]^JaJphCVW:;ab]gdzN>$a$gdzN> $  a$gdzN>9:;`ab/01]^_z{|!8<=Ź魹魹魹魹魹魹魹魹魹魹魹魟 *h hzN>5CJaJ *hzN>5CJaJ *h hzN>5CJaJhYhzN>5CJaJhYhzN>5CJaJhQhzN>CJaJhdhzN>5>*CJ aJ hSu7hzN>CJaJhzN>5CJaJ *h'*hzN>5CJaJ101^_{|=>?$$7$8$H$Ifa$gde 7$8$H$gdzN> $  !a$gdz $da$gdzN>]gdzN>=>?K ;?DEJKPQVW]^deiͿxxbxxx+hLhzN>5B*CJOJQJ]aJphhzN>5CJ]aJht.{hzN>5CJ]aJh{f`hzN>5]+hLhzN>5B*CJOJQJ]aJphhLhzN>5CJ]aJh%hzN>5CJ(]aJ(h0ShzN>5CJ0]aJ0h0ShzN>56CJ0]aJ0 hzN>56hzN>hzN>5OJPJQJ&Ff^ $7$8$H$IfgdeFfw[$$7$8$H$Ifa$gde;?EKQW^efghiFf\gFfb$$7$8$H$Ifa$gde $7$8$H$IfgdeijFfl$$7$8$H$Ifa$gde$$7$8$H$If]^a$gde$$7$8$H$If]^a$gde $7$8$H$Ifgdei47:@AGHNRSz}ǽǽDzDzDzDzDzht.{hzN>5CJ]aJhzN>5CJ]aJh{f`hzN>5]h%hzN>5CJ(]aJ( hzN>5]+hLhzN>5B*CJOJQJ]aJphhLhzN>5CJ]aJ@4789:AHOPQRSFfu$$7$8$H$Ifa$gdeFfp $7$8$H$Ifgde$$7$8$H$If]^a$gdeSTz}~Ffz$$7$8$H$Ifa$gde $7$8$H$Ifgde!&'-.456ACIKQRSDeghijk֟䔆vvvh:inhzN>5CJ]aJUh{f`hzN>5CJ]aJhzN>5CJ]aJ+h%hzN>5B*CJOJQJ]aJphhzN>5CJ]aJ+hLhzN>5B*CJOJQJ]aJphhLhzN>5CJ]aJh%hzN>5CJ(]aJ(ht.{hzN>5CJ]aJ) !'Ff$$7$8$H$Ifa$gde $7$8$H$IfgdeFf'.567ACDEFGHIJKRSTjk 7$8$H$gdzN>FfP$$7$8$H$Ifa$gdeFf( $7$8$H$Ifgdehe % ranges are weight distributions determined by NC DPI Division of Accountability Services, 3-10-15. NC EOG Information:  HYPERLINK "http://www.ncpublicschools.org/accountability/testing/eog/math" http://www.ncpublicschools.org/accountability/testing/eog/math       h9jh9U hzN>56hShzN>0J5CJ]aJhzN>5CJ]aJjhzN>5CJU]aJ 7$8$H$gdzN> <0&P1h0:pz= /!@"@# $ %  U 00&P1h0:pz= /!@"@# $ %  P0 C 00&P1h0:pzN>= /!@"@# $ %  P ? 00&P1h0:pzN>= /!@"@# $ %  @=6"[yU|ZI$Դv@<|b{jxOmW[Nz0T\`c 4AR $  J%OCN$ ؆ $Hh. ѐ&x\Z}y{{ztw{٧{Wx >.xVl'_w[<>p\^^^QߏËw?VxRk$[3;UlWj]_|5W⻏?P~Wz1^='^bM1s#'r?f]x<5'bAu\;ˬu3{[7 tg' b?1~~z՗ŷ'[v?^VvpObo]k;wk>x1gݳ&ͬ#]z_̿j߽_|*꽺1^TG3ƫ{77_j\Oܿq/`~M35vWTCyv&ݻWS=<{5/<}<{bZGլ4o3*SOKRU\?3psb<ԳˬgOg#$W)|ۿKyfU\uy~y瞝p?Nݚ?^V~7_POO~_{YYhZo~y忊zpW.^wU>mcOx_ryy] >ë8qoO?>~|O믽zFߧ|j[7[׶x*[9[e<$y^xו>5g?O:ӏ'/z6KH޶Z}:3DGk^ecͭ6&v1/k<ܾ8ox[iϭt9{lJ'?$nXΕ>y߾WGՇO3^&&Jybg1Z'yֵMomm,Wb[3ƫrWzLvFg.r@bZ1-lO߭~nsXR4/mm᎔=T~{%=[k1^3Hc ^4;vt>e} e,cUxe__XNA++Us*M%Xl\[{elo83Fg9L[cp[L}[ss2>^HK3PUyM;㭕:ǫgͽq˞qW[W@u˗LV_Is72{T^\f-஌Nd>>yKqfa;f_^<8Zc^x[e]w=3kWmv]WKjpڞc]ͥXXS畟qܯ {5^6Rjkb<m-VgQSʷu,y=g1xymi3n%}q}g)s랇z:{uST㶇Fv_=g?}u%wyv܏6٧㟅:/G^1|❷ߺy[i|7unw|R~7ge_֞m'Ony*[K_}ڧUiYb<:$6xb]1պelW}R/}Z=s^i姟'٫SHϙݷ:wtms}zԶ۽w]׾{ǎ:͵)lY+<]:oU:/o?H?+}ec,_~wOt:Gc^_y)id5b){??ٖ:NkjN<ӯiʾ<9R9fNm#s1T[GXSO%Xf+ƛ9f.}gO}6kw>-u5s^1vQ}J7>b~kyI}1+kjc\YmXK9fﺮ}g_nδ{=v4[j,]{rOZ1^~_7Qm~[i-?LW~ʶbSwdJ,cn塧UGi#v{LsϳSV־3e+8v|O^Sc>1og`co^}1;fkmqqkS`N׵98)m$un&}lh)?̘ϩg{x3]׵̱5ֵ˒v6& ֽ;Rϒ^oHǹVO>}dMSd~UެK5kk8W-}w`{y^eNV~i>xZԷ9N9gɘq>VF߬1?k,kuO[xkl]׭ޱ30fm],9νC <+j^O1>Η/˗5z?'L_o].xO_[yު\Z~k]>W=]W3ɶu562Wu<6Zz+ƻu5qMĺ׉^\g1xs= zS,uD٧7ό1~7['jk(<1Ȝ:  ө4*-u x>Ë_|ʻ?^W]gz'o4_~nW_{O?~>_۞z5|~qa_R}{?}ѣxu.<4uL91U,QC=KQ1Gb[*_⛾ZcJ'*J=1>lOܴ!UƊ+l.b:GI1p=$(5c8'Wxe+$KKي8e7VMlטxoeQ%107%~)<8^mr?gOxkN#kVur`ߧcqn|o>^vd>/e_uR~kv>R]qcV)X/ƳXTSns]_㺚x='ǡ[cGLgsxxG>~_ճ_|❷ҩcj߽玏,%c~g٧\ګWoJssTRlߋo㛏]өe߯>|;s]gBߧNUc9}#q(k1yS^3uP߱{;vYcdR=Gfb^96q)e5_l]ٶ}ׯ2dL垷^OٷnVc칔)njpRUl[:&ͶiQyHz9feo=l_k'[}qe.ˣ[nz&osxUT9gc1R3}>{u-NrNxj;)R 6ki쟱w^8.+ݼې{T_,qٳ}k3ܷu93XS&{^{2㭝ki Gc>8Zn\~?1kX{i'~cXKgZ.g!ncr$X3P1NW2~W⿵592Jn>,R??ٺmabY9+8VObdǬcf/iukTۍs嶾oĭo?V߳~__S^}tGϸvZsӿj_$Mksٖʔ:I_vܙ K9>V_6+8奔sV|t]gBU^gkƸדy[9nIc2r1kxfO{x.kv}gl\k45MNWpϪo}M̽w=NZ_ss13kR&~[VQ]z?w\pv]͌f٨*O雏ͬv]gB#}Xt1kݳj?c=&?3Ǭ#Ǐ^fv~{-w}ϵV&xvk܇rޟzcƗVϨo;ӑcwy[Y9:?o硶׵6{@1AooF욢B4ik[yj !~xsKöⳏ?_{O?yWO\7+_|~(F8ү4:n^J~}x1|ybW6%zѣاU[1^b_*F8lOT/U뤱}ŨU1񕟥Hx]15~61zcq{4/UUI e-ۗ9ULn/?1k{iN[1^x[9y5_⤌e6xr$n-71WY[ 2>mo>^?3ok)1^ӫ׵-;ǒ+M+cx=k]snz]Sb~z=̤k<>xd KT</qgܾ̻Ny68榟_="!|W/>x=upc?*7=xb:经>W?믞y*Ͻ{؋%+J^u)[M_q^]γՆntmok[r)^g.{eڪK+zkW{߫|I㳽MozOR4RR竼j{Qu0~e_0]z_^տJq/?ϲxlc1}^'۪S7{k1/׵'QMobϵ1s-c^KuX$S;+]V6G~'I^SωPmZg{ѯg+ߛ~>$/{{Yxc>g~xL˶gcՇ\7?+꥘2B2coN)lnq4KuXϵaZ.'PSu<ƬceW;g׿_89Gz8^䣧v\uYO.^'OK׳c>{Im!sicY>|^}hϕ7'1e_̸wmi>^@ve>^6mޗc31^C[?Jt׍/6Isεu\=Hߴo?f򹶮f?G֖~ޱTGYHaK^[fRْZK~_u5VcbC+&Jc5\jc=$k\&[߉wb<~lsk%^klϵ^7L_כC~ޯ|u1~y˿&9Mm^ˣu{)=/BaxuֳokyJU~*qp^?/z{O?]ϯTͿS/pFj<߿s8Rc/ѿ?/;o]}Vl1g]UOvYߧҬ2SvR =[i/)G3s,g8>KtcS_~\9>lUc}Jj[S{6vV;5J||]zc@S$~׽Y*'_:?$FHDž^ Ϥ3J#>wW\Y9o>cYm}S9b]- q >;T,UIb ~w:8Vk1aqXb Wqt/ck}x?d:8^zYMe_+p8V=FX/1Ha}.\bdN|˜jKUYK{-K%y}\//|Q+u5Ϸ5}ں6皏ӥ~}p}Ͻt\z⊌%Fqi>^;Llvhi]Jw-Zs&n멯V|!>f\j86W/OX:j.qܳQZ{~,+%Gc~ț:M\>'8<>7ۘg*7=>c7{}Ozb,v|U\oJ۸-yn漳makd}F?/^w/^~w~^yj{|{Ww?^çy+ݾ^nC7=cz\3U|Ҩ31PSz/__?3kߥ*Ư&c*^=W݋O]qZ~_Owjog1@_Ǥ~X)x}\{y4N#21͓fO/cf}+5q̭{ʜA8ӯϪS5cfbqSeӜWf6tVfZ]o~Z.\4o[xfx}|51>ᑼ5 [1^},"eb9>x/ۊoݪZ-%lu>LU^昙{5g͑}8fZz$v o4V{9qV׫ySp,ƫ'+ZZ3r˪ťټ%\#%fL9ߦ_9by}}ƭ,w_ϱ<~z{kmY31^}񦱼ksO6>K9z^+֎jm[ϣk<#IYn^Ki0\=0cY]Gc޺%ສGtv;ϗ\{>"u}$b<˫0ګW}R3z/ҕz_|ۏc>JҪcy}4*)Omo=ӏ_z\qqR_KX:M]{t/K O{S1ީ:DZVi䚜3^&Yq̵cm򸖧)I/߃~|b .V%^9Rw!i:8Q[~Ϫ4x3>v4K=1~^o9+hNcsxcffb4R7c=^~o[iXHAߛcqo53cC׿]8徭b'{%q%[}~^-}s/^wJw\GtΥjfp>vO8o+VȸZ~V}/;Z<Ѭx}\.me=uzڊ<4?JcZ2~sMގ}!tfXӏx*}ܥx|d}>r':/v܋xi1R=sXK/Ǥm9kyܛJҘYcfzrV[txcgxlgK; p^=3媟[u53Yj'⠞v%̾[i=fi܋Ƹ3}#c׳ϸna_Ws\q^ͬ{.xm=VY|Ez1L36ZaլOQk[jβmv]IJ3jnyk[&}[m?;讏u^g#ޥrZ[fy=(3>Z[y =weg}̼t=x<8o\o6Kͼf;=Uoߝ~Mk6>ylw6{my{z߾w}x/]y^w/~+Ox܏ç>zqU|7ޘ*;ouulOxhfb}zוzp{1^F}\NpwbsxՓ'O:Χ%{ѣoK 1Z_%ս}>^jë曏][W1^;zx-Շg_=yrUWz/7_^^>joW? f<,Ν4*_Ϟss:0ӷ;&㟵}O\JWȱ˴usg:.j{yȾ{~4H̶Ž41FfϾʜsmOU'9.qlQq`ӷ/IofLKz-$2$vr׶ScĊ))ߓV?߷^}],_?.1d^쥿]p/}1E/x`+Kҫ]կ\;/ӏ;e{?^wL7MzR:.cMuRy[xM{r3W3Ix0i gzU~m+ub~]5<=Ik;cƷ;Eq}l{r~1{׶}{?&U g7Sg>f~Ox^ugǑ+۫ͤ1}gb{ju-f'3ixMΜܟ9It1^Ó~pYX볎sjq1#x{diqLkfott/ǻj'}Vo{uv^4s핻8.OǛKly{2(slz[S9%svzΛ}ҟ}gYskڷ|[J3^lxl{ikz[fZ|8oڎmw-ns3{~f'3i./m#idl'lwxލߥ/y꽚Yӯ/Un-{~m-̍s*|t]ͥc*kg>g0}=YZW3MSx=rݖL8N?װVl1x=.m4{CήT\۾8l-]Ws{rd]^q צNr{Hbϵ?[|s|s,�{zCYoqn bݻw\uUgufMs{j,N^:\Uzݹ<}m SM6'Ǻ*gΟk[sUڞ|-=Gesvn5V2f:^9+yVd1=^Ǵ~gXsζ\[נkt߿w7˳ϕ?KW~oVW_y/moﯦ_T6}^[}C:~[eX;(|Vu\1Z|c?ggY+scm떲F/S⼭-w=͜31_LCL{<H;皽[p?bޏo2FM2fQeXZ>zz}29JƺʙzMi9>IϙrU,UzDΕzk8-))KT]u?BKfoGi?5H{%kib&>8fj+pR]s&fٶW.qp۽ #nx{~+[e;\3hw#tMcku'x6z5k~/a/1>mz?K7qM8^c˨,k}bs%&Ҙ^9%3xe>y,ǫ1mkϙ|c[-d=㣹Nc=ϞH;=2[/:<=8Y1V?k/.1I3ksw~Эx)8?ߟ='yΜz؋ʰvncrf%6ٚ}͝ ǺMYEbĭx>-{jgKu9lׯx|;!oyc[נcLp^Y'ܫ5#36~}]ܗ9}[q޸&efRxʔcoL|0zXYWsixMה˸UΜ:j.:;k57^u5fVVڽ:kQkm]fYo?a[׭^':%;Z<U V I❌/+#ؒxmx{܊*c^j+>UFmxH8+coc^f߾K흳>uLZ0G+C8i\Cs-KTqWb?`m]͜b^{|ֶ9Y߲fߞ1f!,[o='y3߻!x뙫+\ 17O?~x/]o7{Ww?y]ۿz^,iuGqdto{c'oq'f/ilT]XG>j[c%V*mw%cі㼭Α2O"Vt/;%ɍ1Qbe[;KR u?Z>-SjC[d)nZe,pt$;%}{_4aEƲX2>6;帊2^qq>9{9>ͺ?յ|Jbj{OٚU^6/u/jm<9zC:(Y1{5+qY_3睹sv]sOo'nnNj,oiPp̥8/'o篿￧n\+m}чW}7=x}c .//]/]{O?zym+oV'OԘOُYyIQiq^g_K#4*{yRJhy+_9ULuOϗ~csg_yM^&Frmy^jUu(u\1ӞuyV}s__U*Sb~[{i]gubSOb/iߛ{Ykj$1J.gu|_+GIqV{:m[YRH5Uk{'/>%K~}}c_hX ǘh[-K^xIz6^蔱1c-w+ۻWM?mgaZJ{M~L7]q9s}#׵:ȸL{:m[1wW?[}aGc>|i^^͔sI?~'mLcY}>5w|FG坽t&k5ZkiΦѯ|#&z483uTsVԳ׵|l-o=Kߵ:WǧƾR?n+q1Y{FIK'XV8f,V_Kc73!c~c'chvo]_~mՁ/uq޺g' yDWݕhOD;nx>\^^^=g^}zݟ;Փ'WA{ŗ3~lS'WVo#oQMyj{?/y=3>oyGuJs59~\{k~\)uٿKy|<ͩu_mU_].n{gX$lO3.1oZz,㥴}*CTwjq_U&񲽗}D{iV2sfz[ǥ<)qJҨ<4m;ƆKew.`}]HZ=vT-%k}]i>yC+R}qbFsΊeo:;ZS=\1^򘱙`/ʹXOGcfVik':v-},x'ogku[j*WΫmok-w3ɵ>jCqgVF+FK}܋ם-ב<.s).8+\+)1Zq>9S3u9~f;{x:ֵi{˵z_H o\SqX`}N^~?e/Kk%qO8JU>2>wߋk6kc4k<{1^K[Y;Gcbަb|'c=Ҙ֧-\xrx쟱uz=u&c*Jwi>8h/~_\6c{~{i$ϕג4҇}.\Yp\y<\ĺK9z1&|qڵ4{ TO91i}Z-ү4f֘YkxՖX>ޫ9[Y'wWrL+}ꧭd]͌uVƱ1ɵ8u V=}}{b1LHfX3[{ܺW3c޺8c}[Uf+zz6nj $ǥqإu5+1Sksֺl]W3̺[i묶nxVn[9cȽw\7}n:?Y޽zx>>ʌ{c>~]Y/Y_<3.<.]O1-Ǜ{3ﺙ57s`[w_zꚍx0fۯz޷%~+/|B]up>/ULo}cwym_[.//j[[qOx:>ɓ_{o+/*ڷ>cޏ]:Ν|h>oUGҫy?_ו^Y;gIVײTY:O+u\ʱ^=3-<{էObs}⤊3҇mz!/b/N⡾obV=ɸb/1J'cl6eչM$q 5"7J4+*JX%, RD `FJFn$`M4b cQnQr;s5k9O{ǘ}sƜsֲRԦ4jpUnKXtnRvz\Jl7xo׋-CfhUcE{x5N:\ii[~YwZfN;Nձ#rY+FjmxU7z>/iփx)Z[y/Uo?^Lq9Ck%mҵ=x3{u:/{l~]}Umu<ۤƆ\{4cEyJ< w!]O[6TXZ\Y=d\MɲZu5jmkʽ3TV{^{<_95}ڒ6Zo^Kg5{NFmړ5VGcg"[}Xe~O_Y5E._y쳎U`]nژ>Ӥf-iN~O;noiRF :olO8x^x:lڕڡ՗N:c=C6[Zخ̵3ZW-Z@'nQScȾ=Ժ.\ZOS4}\C΋VZ?,՗9XZFkVWZRls2jӞH9҅1Ys5V~YonMk|]>t^4H^ ۪fzW5^\?=i>m5]!kVl+Ȏ9w{c11ۧ;썼{vR81ǝz18^Yqt/c=5>:+c5rF%l694cA<[x8?Zkw#xU֘sҦY:wXԿs}g&h<}ݒY ySGtߩG+۞i_O͑gPzZ ɽP=d.7noe?^mȖxo~' /7h<@30^`5/yb_WDoTn3,ʵӧ@<oӟ:͟ׯ/뷮fWwW^ǩP9*yuOzBלzyůvmQz]nS[[O*'t>{=w64}x+taC+tM~}y-P2t kկe+mkQ!Za-fuQ6*ZxVW4^k46~]znveݦk[mGm[8Թ04ޱONZJ(_^(M)xMJ{.Mr]:h絚u/]6Ⱦԃo.#}VVQYB1&k;{!ɦV=֪5Jot(go}c=<6e\|M<;wJKYKI:ɺ62=֯xh<Ǩ@G#Q˵>\Y#Zu҂֚-= 4JSՕx deUV˿Ů=jSs.wƓZD׼k553g3gmXGj<:x,񼷪4[ R/c;yYWƖZ~,g͒q\wj=RWkO96z=[x#Ү#xqȹPxb56i5"x˨8oK9Ϫ(XY'XyCmݏ\YYXKy9moK[S.s^]ULᲜ޿7kik#~~{ݎx*c޷59f;]YY?IYye"^S*Kt|㇩3xWCZMU;X7?:WTFy3SWynkRӌ9[j]guU~vk3;Җ,[-DԌv] պ׻~js&\uulZ5=jϕ٭zs[ޱ[2F'[w[~+#}K{Y~+ =_1qgtk2fSpۗgQjky:gBjEf>jW{ֻ%4@sW(ڒq4>szgcٛ Y(n2sfs>\2VOf6y&xX55@]_)Ld8%muS8[oVLϔ>.ߑ].:uhSԧm٧v^AUէu]_xzVӺNiU~[B)mOrEnHsf"x>\2V퓙M{ 4ٴ@cxǻ-Ӛ>J[j3׫h ʗqUOer~}2FCUjrs{64Ĩ o=w#<h<xsG8x=_{fO+OwJ-kU=k>SeC]s8dYĺ~8^?/nPp4jXOڪfcٛ 3Wv4^k>LM?+e/+o3Ǯk/󺾣ߑ5xP>|Vr|av#k^+gT/Ω>Djw={gv A1gS۸4SuO\[6u.}ܺ>x[^:vhXP=uũzo4wN91*cg>Yi3ǪZ>ޑ5x 3t[v׽@կ6yĨ3kNHa!H>q{{}]^}Zrt7_ԫ\ ?Rzo4࿗:ǔG{/[;1Vش@cxtymT<ƻ7wq)q;_-1z*+ϗ/s9|4x6;}4ښMރsNq(Gi-{ܹPh::gh<7@xh<4xh<4@h<4@x@x~_]?zu]ӽ|_2+_{[|[hu#2fʬu:MqqʲeֲUޒ~և3{dk6fmͱg̑-z~x~Ե^az?MG<-V\jn3\s9-ze}r:jlVFe|v٘'}'w9Zصƻڳ'~3jV=+el9m4_Uz1O>v/?7Pٳu[lj7c32֣߫OO.Ce>UGۧCrZUZmFsa斝vY)2sn'XzVnFbg6ŖgXmh<yJݦki>ױOԱe>s-٠9Z͑~tLQe'U֠ X+Rحh=[5^=;W4ި[㿥xS;7x;Uw=;B~ݯ,Oa%X>{6zlP[j/S+6~gbS3mj-Z͞==W¬=;xiCmW!ٖ`٫O.kYg|=R4WmwՏ={f&VIg4x.O66?VƦ57l4c+o?sGR8#Zse^Mk|9ӔumތӤ+[WHQlg՞YU^km+s=2#4^k|RƦ&1|=oůݪRc@t|⌽՘Lعro^*?qV+g,V ~[xFijGg[:.x^@<6gQ\oK {ά}ʳWz(;vk=gWZ{fq<Ug/vRd֜Hf7f/Z\;shخj-jo46pvh<[|@<:׊+EylGdzuJ,IǫzHIuzz=_>f5IJt~WVe2ۏ7{ދShخj-Jݏg{Zc }ɏt=~uԸrGƻZz>Wc֭v4eӨF"ygfxXk5}PG[jiG1߳&ib*^ /5򬶫+jƦ<_xx?3􇞺ҋ_=ɯR~ݻgA߿+7lXXd~}=;7[O-Ԋ;A[;еn]>>j`eLzwKh]%ϥ͑><,'Cq!bM[xL!#{uYZ*u6^;ZI/SE>UUF>koA{թ{?=~glzֹbx\{N}WC|g{xK/^}ӟݏ@\G>5z~{^\FoxF;|WڑW~+EZR9^*g-[f;++ۛ骝+mYң٤6_55۝i|?Mp[}6_[}.C뷕>Mv0K3zo|Y>S[ΞָuOj]7}%{<6u#&?~Ǚkۇ43~ˎگOj?T6Yd9[l"aZq^\~fqfm9R{걲}PZoGms~IΕ^.ېf}6iY~'{wr{_oZg߻._c\^k,xh<8kkފkgϖQY{v82+2Gp=]lp}׊DƆ3׬-Gj0~?;4(񉕸jW޽VZ#~ߥt]zEjru5jxKRF/MmhWEVkO{oPϬQytZ?^zg{vxp_5ץwr_zw}ƃC~Q=z^z:oƓ*0cQ#w࿣%Y>z}6-^O<ߋNjr2Fm[IvƺeK/m/[{LL<KoQ߬ؗersٳZj<#}͋86󳦺,l>߫4s\6ڈ{2u{ƪIߺH kAg穚s~+ڧYrg֡>WUJVҴIL[\x'K}k]xYoVyRRH}"#ҴR'iNkUg9uE:wV{.=Aw߾ .V^['k^~c|;ljFSl^a{<lw?{5uY87ރu+mܐ*{|M]k'kV45*u}OUzeڶj:ֽKV>9,-UFO(;p.c:zI{8OkMK~4-/m--։H:<+koiJFmw^gʟo;y?-5ΓټpӭmwV=}~jڈ{',Qȿ<|+/eLjkg~(~O13}2{uֽQվ^LjK2Vڶ&jƺVvj>4ފ7x5>H ԋsRȘ=8غǭGוqϱΟZ8s835Y˶ 56f1=mXoWn[e& [dUw<͋Γ~R?|2Wz}>x~Osj#I4}Ow9lw/݋(0 וgTgkd۲M*l9^ڧ2sn^5=Wlh>3ﯫmk2={(f78 ŭ[?ۣwx퇺+5Gg}?σ}[yOZ$gcǹޏgtdy?u/۸ 9'/Nvֶ8YV3ڏsTZ]'~lx̓Ѽhku=gC}v83.d~YM_zmD[Քm櫓{GZZhkj}}v{ӟZDlZεyjm9ֳN۳ՇϤ}}ujfe4ոlhO}ϹP6;s4W\͕shgvF4oߵu]i<8.E\=G݇h<uC?wmy^JwQĽ~.xWeh<^A]zvJ}Gq(;-cC<u>$o{ϥ/]uho^VwO&X2[ku5ek:dhr4vIֺѻ~(C'?1>1N@xh<4h<4@xh<4xh<4@x@x~_]͟ɏt}TJeQ=믽vo<̧4¶״2f8Jz]Urz[ǤgyM[jmڸ:;j>j/'y7{ҋ_=ٷzCOuq=>z}ԼJ2}_e?ܻS=B'5|gm~uVjz:2XY_uM+vl̾ =۪kGa@w'\G1sh-o뼐=U9pϺ@AT=mxNQ5Sϯ]^eEI(Np*[ƳXjl5۲}݌hs-^7۲},4Fogz=W_4G7r4e߭.ڪFf/c>k#rMTHelxecgתKf}x[6o{c^r ![vk^y4ҚܻtN8y-dk uMQ9ޏ*Ǻ1cij(+R\8(&n5l'z UϜҞM+vl̾n͋z>Yq]@鍧+k/׫7?We WQod˭q6kkQxD^^W: [{5:V[q|s7䣧VΫ1=_z7Pi-]_2x#YtpT'_xo:*pz;T3}ٴbרoFmk^^K@\Ɠ˿ε.YG:zRYsd˴&S?CbNs=eBSZ鴬_rWe?aΡj<z|mC]x۬ռKj<i i xuˬ<몪Ò9J㩬VlҊ6K-8f6wj8߳~V9t?aizgggm-KR-.Mllc [ʪոWxjfkKmu ^q\2u-UyI{c14{?_po5us}⪦8yڥjז@\K Zq{ƞFx-4Pvbt[xnk۲ΌPH<m>Cv'+wOj<߳Q쩵gTѪGz'ګZlGxk7[q3_ot^ґݚ1mokkz h<4Y阛HU黌+Ǫjq2w+乚^eQ#ׂQI}uŽnKkBxmh<4E1|<š\|(8HO}߹#@z2ZKHMFgܦ;-z٘Q/xh<4@@xh<4xh<47믽v'h<@? xw/1(i~|/OcWVؘrdϨ^~晥S]W_yɨnlfƱ7N\xƻ]I'ygO_]׬􇞺L_i!] [tmBRo^z][jTD ]^}su>ec\XjxEZBjFLY'V J{.r]}/8ZyuˆFٷV8z\[{ck݊w^WH 躿WV5ެ{3S[Y+4ڊ}3wJ(^[h6/ѵܗ6*oVFgya?lGF[oN)qmiXwO>~d{kqY>_>Z˨:ygm[xSmif2N:@usI}1"X?P:3UmHǟRL|rF7동}n1RƹƵl,xƻw庼u϶Lq+g ;r}LuBiK]ۦߩSfj;D]Rߋ0k.l)\Xwk5:e\˫1Ǭ&.mp,O{/Ǹqj^ 豾R&;qAxh<4:CE=ƃA:=w.Gb.q.oo[mV~ml*[zv顴LQҵ{zVݽ~˱;}e:{ml޴ƭ7N8 yul}z,;w=ws8ƫg.|=+-RY__g6F}JC8d]a΀̴N~w=s)w~ߝmVy}s.O;?{g`1S6Y?zN̬]y\:ji˩oilI΁<͓M+\CWK~9pk#>Od߇/ 2RNû;_v>zF.PH_i2֢ߩc/gT=[G9^i]<}4߭o]3Um4N۶{ךulֹ8.Zw'ŋH>▘H׌k5=eϒDlli}+N|z8Yx[#uyjYx+Zxqs>r52YUWwfuw^ۧ[gwتMԳsK?ZNgiZF꫷!k{Rw[iכKQݛO-QoŦd\C8מlh[g|x_RA4^?]{vnx5Nw?z }:_{qgWwz1 ګnqQF5nzuSm]}VzcU4ǽs p.ZzG6(x_Wsl irc$>kkٓQ ҲSG#{U U6o}1;cTwr]n-g9=6zYf[o.^ݶI Ѹ`oLy*yZȦq:xǮxGY~9n5< T#\/1>/gfd g >GWOս]%spzEW~G~TwܖZPoc2s4=3Wz=A .3?J9jy\=DsX>G{Ρ%;[I=j3[gϷ9uԻ0x4@x@xh<4@@xh<4p|O|@xƃɏtk;pp5^z#~?|o|{_~]~|̧?u?SW_ʴidG͟i,]wۧ߭6g7vs]>1Fog^Dy-m%|vi[FfL)[fv4˲~54ܕӿs}ToJwo7,Gt/)oL{Bj^7*FﺮzeU~ݳofJ:F.=uҋ_]=Yj=-<^ٸƿq_㣞{4TgmN-m%k>i̗q;&:QNbοU;7Qx1xU k=}_GȏT}UrէߪӟSV]>zIZoMYӻZgG6=}ydo+R[a^ 1[ȞY渻 Vd;m>ykqkZ/Z#{4Vwk6iZ[xv֢1J32pq<7Iq<ݗ.;bSKnO?:M؆~}J{>R[׺jّOל_id6W~WVlmV[ZuY>o|WyɽyG9Oykqke.K6ex =('tJk9m4eyΌyiui]Ǔ_Tguʿa՛?e^"鷌؇2)eGK}5uiokLUzm[S;V4ޖ٪zo%3ETWY;r{7]lX)]b?=׹3׺e~_sl~uOVeLոSwEE[41>[ٲgԿ=[;Fr5Oy[;+/5ln=C1Z)3:WcZs\Ms;\<3dNQGҋlFmޛf{3vNyԇJ'}K3e:ol|:exphMlOxs(=ޫg>ӆs!>oh<@yHϐ1#}Zl=cx::x~Xuh<4fhl8׹z<3MŤ-Ρs9+wd4h<9s@xh<4xh<4?G>5~g5ǟM}׵O0w|J&y&0W7u^?wo-CiN=j٬2uQTzm!{?Oݴ7DiwyU^JPSumg1r~Sfenf[ΛLcWA}XlGo=c-Jy3+6h<4/WQ*~ojYc-d +}>+]{x9ԭ-:럑pÑ￵-ղ(WL5O=>SGzZ6e_|S>R$sK߻kKrjj׸Y/G̿Rcb:I%V[iZ}0~x䊍vL9.+of㴧|4Ve,)2V1^95g?sBڬ\)ڠ6^k"kY[)C˸dK[Yw1>^%%nӖ8J;{ssdlU:Usm4[>SGۙkrO)TJฏ7U{ǜ&ו'A){M}xUy?luVJKuiu_?zu*ݬ K{Sjf25>xZ-Vٛuxun濮TgSG<gT>xwGsڗNkB}[`զ<â泳~Aۛ7xu}[_kٹ3([o\M);%qz}smuhhh<4}K|Vh<4ީ(>k] n/?F]W?|)4יPZLxs~]}/7e͟zZ-]zNw_}ZsqY=6_|h<@LGz %{D~k>>2HS.ҵ_] ]WsöO>R=toٯtYr~4n+~'}⸓K>|OK&ciUYIx絚u+{FO-mQ+ub ݪTb4m" '"k#ki<0VN[4izTg^h<@5-^8o--8RJ^jUg{Z\Jt{xh<VRI[J^mu>i<'{z1DiS5^8^ݽ-%M/ut];nyxUmYHIWIym.'޾>Q]^ZwO)י~գ^u83h&c>'LȇwAxgZx侀k}z~[oIY?xm>8rݎ=~3[:֨תGmiײf@W>Ou5tO3*w*k/.wC+Wߑk?M}*sNmۡJWyc䧭w˿W[e$}u%ג5Y iV[{U㭔=(Y96Z)sVL F6]k.{>ci\yNFN@iZ~2^kkN9Scsz9Sb 33q<5˺Oղ{.1ј5-cAڨ#x24k,x[xY`fc3z=?f}ݲ>qGcBgwD}Szc=zYFr-Mt?]>ܓ>㹮ZͺoKmbͫ>ۏg1ۏW0ڏR^Xy\&6V^xe̍\*sTڜSk:}dk͵;/helFϣ~^ָ1~AxGs[g R_}szJ>5_ㆹf|~ES>#r^\=׫?(veFs7&[t]K{swulZmj:vƛ^Ǧj<#u=W |Oz}gz/|앶]孴rVlS(.JYJgf|}ZǽWިSYƬW|;u^ívlYj_:xr uy{h}9Urwt֗;x5F3OVyU3^o+_1 ΚU39gSʭ(_jMTۿ=Sv|Y+zLuNӶUuܞ>;NW1حvh<ȵaa/E_և爱昝Zm:x=p6q?w'T\SUVB:RΪg. ǪƫͶbFWәL(. ߑ͞8u^Q_(;|E/{#VY뫾p9L^K)rٞ=XMcUH&xrkoKZKXT@Qv6Z 2xY폴yUccy-rb{ZؗQݫoڧ>6^?⏳9O>Oef}9&{e-.nc<oh<˥)Wcz? j[*z샏bCcm}׫{˸ʞ}*iؕkK܏GYl=nwW޿tXV[s>gKO{FuƓOk!ߙ𖖐ϙ>==w-{jx~vh<4z }brG{.7,es˞-ay.g[k]郻jw=5gYcnZפyeQ\vq̏zmuz}|6Zώި.@ƫN2c]ɪiLu 56ֲgUl]]175S}땺fiV[qY){5.enl4v((3ny?׋WhTxWy XNot, ړ1^ƮGSz^ 8uLj{xY΍-s'mQq_fl6kd7ϭqQ]p4C͗t]u|՗ovVke?o]Z3o,ۨj_~p}mٔʯ6n1M߫Z]-mמn48sJ'R{y>$K} ]Jm69zm5̩\HՏ+ ٲ1ۏW^g^{\WyY\ 9?~+f㦼UuG.?GmϨ.x/uϗo 0h<*[h<ԳQHΖƳM+.C6?s##}mMn[k\YH_yTGK- x׽E+׮\^lr\s2zjϛ{o}c[lO7=\9ctfZuˬY5zk]6{K]#lYc)9 9?9 Ɠ#}ɯwL+LY(x.OecOClrQΩe9dc\ms&wlW6)84^k-Cx>bx˱o_֞S4^oOlxj5W7hj=7p7ϱ}|wi=tf}>>[u:[-O Th*gqVmxuueοֲ}q<_ۈ4;WO->}$w/qsοQ'v}x]^ZK{~<ǫ2M+nLi;m=>璬k٤,YLQv!}7.[~ޏѢ:l3xw}yb=Z)͘:$]C/[\g TztU3&Uv-aw?^kݤLd߷ήoz㲥N1ʱmh<@ܝ3뾻ղV5# v[Z"p^WE3޶K^kxxG ,Whj7g\"\G{w@ʺ>>p@xh<4h<4@୷/q}o}~/ߛ^iŨ^_}L|_z)o%VW=j9~TS9 "mE 屽m؝b.ϫ-c6h~mp|+߻g{H_Ŋ.?GP'ʗ/[^[zBXzնoM{6/riȯHj/PnNP;Qj_S|G[ķn#W5ls.㘫Tjy+cj-6V]Boxs8-1JKoT[5^ϗv=_:@ta=-4[ݹbyUbG5ݨnۘڰڪVm-`Vhl[qO[VbY={EٟoiNȲ[{٥˓}+Uw}ԋV-MtJ_mx[lͭԹ{4Ϳd{,3qӧ\W}Qư̸X,^9eK xW|J_m{MsnUgZԃLjV,D{-6f爌4H?t^یeyWq}jj[mZx[M=yc(;ѾAK`oF~t/(e9tfvV\JSYgϻX)Hݒc8;4x9gzճ^ͶSKoJr~.pT)R]72&9J=zJ_?զř9_l{\=EƟNysՂ[KK_Fj2kNϜu{qKS8U_irݧέ\]owDܤ~y!S~6ZwR6^?/O/Mk\3Vho_{.OitO|?ho%}-z9A>-Do+k#z{9^SbyGvږuW-צٙ͸gkH8go\zz9^yWѨn)>ޕw7gMy"n+w2ck#[Zgk_6k=Ƨڴ2Oʻ&ziO{Iypyk,z;Zj˸H򝁕7=oŨfx ޼;ucFZ/u,xd:G:l4X>3}=x<1Ht<6 x|bO7^~'/^ֿ_5r{7J'tOiN}Ym}=3 .{TO˛4;k>Gg ^_mcgql|^=y&>1Ok=/{ƫUogi3tSѹ~n긍pwCϫm}kn\x~E軮٧yo?^w=\m_5HgV?5P0#%i֪V;V=3WDZeM*+?}zk1β5XޘgȖg蔹ѫg<:n+scϮS2ӮUG'Wj^5 o⟎M_ͭrU^MXJoicسUc"=`"dzS|_˼d+mxg蔹qu39{vGhxgmݫWmz=WZ}tGNO-2.tNײWq*z3ۼGKd=un7zNGk<6g2:Zm̿_2|9Q=q[{u+Xֺtʨ|zF6co2̘L+֊/[7wf{Aˆ3t#r xlfoCf뚶Ĵ˥xٺ'20^_ƕh}:enK]i>ZxGreDzT}LWel򼔙v9~S5nFe6C8{6H׸Xֵܓouߕg蔹qxѣq;b?j>ڋɪr-(jKyTN9&ZC6ZG8;ce8l"㶬:^N;:e[yNGi==;gzf}v:nͪ^/x]]`.1F=W[6'5Ms=oz/*k+=Y=#Wq~"qiK`ԎQ_)m3C{)dzVW_9x^SZ+ qlA*VYXUI:?ɯ@=Ee]ՕVA@<|b{jݯxO-W~'7UZ tM%ƽ/\ZfA0=0Tx0x0Ѵ]3I cjaQ0Hh 6%! chU%^oDͼ/3{9'J'Ngï?~__p|6//ɰuo˗翿?=O}Z|~uvvvx׾>wo>O>>ҋ?o^8[7^<޻>W ѣ^}9_3_>ozk';\i9k:x|g -ÿ;n;cyY+3V/kmp73^|W9=nfw_>w/4,K/i;9+2 N gO;ܗqcߑNgܻ pTg3W9+3 n9yr]{A3WxSߍ7/+}wG}7Br|>/}g]xK*U; ws2]~7gqYk ?X/Kճ6M[92]U./k_/pxw/~=ztg;|7[^ޫڦ~/.y;.^'VY˓j7^m62%{Us_XÕgggwkNo)e-y,n26^\mGs-'mǫ4Zwt5ϮԲ̽|m;漭jVNK2o)ζf3wnv&w/Xg^5o-~O>>wҋO@޻ՇoyƫU',gu6}{54}aηu~ѣe9NeYYjwN՗{~klVr}*cʐzTf9y:k`6vZ.N}YdV9ݏF9_ckJʸl}.][CEr]W].j&x;JXzM߯sxXl)kr`_ǩmy^9~m}@_1RzL}(祜󭜒mƶ'뮕sON_I-cWwgўIz{/.yzzOx7r~zl~Տ>X竿V3پImo^I/K5wV2^i7e*V}l=rѷ9vyrʸ:~<Xެ{ʵ,o]|r ܑ|xLi\i=&>Qr_޿u2ޒ{Ɯ2ƒ'GVp[uy|^=wl6'gsy{2^:뽵r)֜ɾ2竿7k s}>{(I6^f~>.c/DZ~K>i5 wTY/3ː1>7lɸ>o=xK{[sӏV=:f2xk=5wqzO3џn߾{)/->};3G~ZdUmS)Y/-?u}qV{|x VKKn>s̞6-HfUڶ^ڵ\Kƶrښ7}:/{3^˴g>^gtzzR:GK^g>w콚gW?/c+1V/XϣeهKt|>3ov(2Wʲ\^^e\eZovxZUپg.()czY*񒣒+ԩm6Ϸ9u*6t$ӥ}}>puF^_\dqn^ύKaxKh鹚پggLn۩?WsY{-c>Υ6?=&{lWyu0{1J^eVfsE\xɱo{V>>7ۘT86o{}[Ύw'Mo<Kx:?{gm^U2͓ԽkymWw{ZX{x2ﮝ#S /j чosVVc{'sޒhW}Ll>^ز~8.zt96;s5nj繚^+__}o/{^|/G~pRηu~8p޻繣2v*wiө\Yg;wvvvkŹȘL1>~?xH_}>ZecUr^0}ɩSy'ٲ0.˻NkJ]~[cS)Ct̥1:fWǭY.yXXca^q+/mSy>=/_L<>Z{mo\ǜߵrwX~ȱj>/U6W{ic˖L}߽gNY;*/7}YrrYsVXuNzLc`WxUm=&c>ӆs+mQn{3T<1"<c\46-1cʖ~me2)>~^،2U]%/eCo߽o|d,߷Iʰt}:)Ҹ={ecrTgSVɞfamW՟y-Rt}V;6%,:clɞ6˹JcKWx{?k\_}q3۞[tl}rz}sl}L[oG徽s2Nqc6DZsZNY=?$)3NKG8^,Y8c@}~V۪q/ܷ[yO;8e1m}|V9"܏W}<>xr8?]Oܫ䫥rLR<[si>V&J}fz:9Y޾=x]ޫ.gVNO,-lS{5{Wei|N,c3YcǶϋs5gmgxk?WsvzcNj1=Z}rgܹg,cṚgL{N 5sWTMiy8)sUϡ'p_G_uUwrۿ]G7U]{.mQm-'ǬcKz,GG-{wW2Wu~mUƪsQ׷k}:1ׯs?7+Slcs֭2m2-[jԧ]8k\X^ p|>X[[^ݪnN[vɌkޯ~}Q{2>zf:1/\駦 i>x/G9Գ/Z*)3V?D{r)Ӭ%mS\xu*lf\}\cK.Ǿ|Uۏ96~rW|VdZ>ǥ>|Y,o[Ș@YY،:F)}hco/гR/SϥcO.S= ZK،%e2ߗ,uL[6^K>k{Eo3=WܴgyNʐ4,Yۺ\cKUӆ[}c깴=jƻL{򙙕qO[;Oヵ^T7<}Բ*GfcWcNHLYJi.-8zhfx9z[{.v*w00>fe83yqq>ƶߺ>rgswֲWTJki>8h짏}oNFk>Yok)sdnUdfb{zU|{)xf3̥̼ʔ={JUkv1_?,)c~Vf3>zy9ޏLڏ5k}~ak<ɥ}}z\ͥ=L<幌1س~kۻ}~,9f'0=, =լ}O9s5uu繚kxEe<J| cw{cj읏]y|qTYe|_5>O;}˓:W}l(ps^m-#tW{[ʻun9WUK݆2ͧ2I|'U68}嫇o{ן~?/᝷ߺX٣Gwmf>|ڦyV˵U}82W/]۫繬WF|W,jY[ٮ]{vN*%{U{b|/yoo57xɉ}Ͼc3Z6YK8;;%22^_ {-8^_qZv8^ݏu]Y}^ҟN~g}v~z,Tޫ2 ~{ԣrAKD%VW}jnʒvǑ֙9b[RKfo[̮y[˔sNYzO_޳gչ۪Z~e]{?19oX}Ϟ:雎cTY~}񔳎nW7ko?ʒ>gvxoOͲͬ~C7[,lN֮soܗ)V'6d9伥2s`Kg `F<>{O8U-+}-W_2Ux~ɦfyk/uJ߼hVSޱ}[,;?yojoܗ)VVsf{ߒA?Ksk{e >[qs}9Sgmlܥ>ZH{o*4k{갵,$Cu}̎*Z/SΫ/? c}4#vgt򥱉8^oݛ6Ufcz{R~On9y:^8^Cg̘&kigU*eʹcnj-}q>Wݎx+I5}>kٟ7{qz?s2[!}uJȼťrs-fǞW*e˹Y'X7fӥBvR\>?%k.oae{ugy|kt?Z^a>xzj\dq6f:djuSrSZccb>1}rnϹkhs5g{2ީ}1˛ ǃOq]c{oDNsn+ǻ ꞵ˾2w&ۭ;q9[w чos^W*_c&eo-Uy3>X.*Cf?OmUotKYm}Ke092?kܭ͒F}X%c9UǼN9Wz&Lj .rs[@S^fLiPhxsd[e,Zl>Ό9=e|O^Miqd֞9#3YTV}56zn5S'?3ㄕ1kyٟZwrRܽ{=^wq,M>|U ~rn}ڸg;?{oڱTu{|p:.꣕X1m)_%ṟi:g+mc&vx{y{2^}^ΖY|Nw\_tmշnw%Y?)WK.u>N;nwHʘLy]/e$+y{S}ZVOm22Qsfutn9)_m?˭k2>y_O[Z,!s6rRci{5}x̴>4WKa{2^2I{,{x2ednwQuJ;j,='Zmqש˭{>v:u|TgVlu.99s9o2k^Ǜ-OʽXY1jx1x9n+c-} bO}䍭q٘84=ʜc& [m8k7曭khqc]ǧ[gjl,]:ǻ礏snQ9+?/Ų<}?~Y=k˼zdۥUkuͬNcYLK/z}ʜЬ۳L|^*O#rqԬMzsu ecG~p{k:^3+|^ٳHg`zn^5}Imr?ҵT7#f̧\^fլzaK|>\j>?{Ts]}Vbrj:fY{,9ofmtS~nܺrliO۷s5׎vyEftkvjs26;11P^8vW'Te ӶWLۧK-M372~Udӓnjω-e~u=ztxË{Ο{j.|F]#oڭ*ۧ||=!_~/M^}꿧//k6eN+*WeqK^,6Hޯ:)~sX:F_?YbYc)C_^=qKی9,mWTYRƱ]g^;xW[r>8SZ[{?kz Sf,㥿rxwz[ޞ6Ky׽焜jmOJzݫ (Y{uu/m4^f~^36νu>O-On<6H p=׬;㲏]z?g12RY3e~lMkc2^g\>mK,k"}gW]J2VKzcoel߷(2ci{q)3fU~^fٸm]sۧs{g/Tj֟gkcQ~c2YkO=kjnǹgk>x\b(㧳uOF)3^6ތV>dc3ޱ)zl6,_Ϛ9ˑ}!x٬Xehgp<Ƭq>1ql?>b8\Yk;7;׳ܕkes۞jv5j?\#d>-y{}ƿZp&~}g;9Q?\_~y߫l',ːxտdzdp|o|Z>7ΛTgszΧ~\Ke\;׳vm֮|Z5ήWkq?5ZZ2]LzqY{:xg=s/ssҟ=?rϟcYs|_ޟc9++,5{vZ=s5yc.\k}Vu45{.l[s"sOgz)弍ϹSc9s"j=g`YϙNjX2^ٟ973Lp5{2ީ}1˛u܏IǺ RGMU#?~Mӛ2W.O?˄^ucxտg;pUS9T2U^[S1+U6}grޱo%Ǭmeֹ]rxb`}'ٮ8Y2|ٟy>k[Ǭ}m}Y0GճW$9i|,%+UJ֊O f1+za[[;x/g*y}ykgIL_Q[ZrޓOx(MwgWz /h '?8ҋ},㝝^y}o=G.ǖz=ːuÇӜYKԾoSk˪ܽU[3.Fr=;UJ.J~Zp^eZ瘌Ulo9nRd]ھ՗%Sx}^KLK9sdRfnݻ 3u2~7[ۛLwue@>īY=Xo^~e?ggg>~-j}Om}7N^QeHk>|xQ{/sGR_QێSKtL6N9Xԣ?mUS2o]C}*o}y])s]{2^˸{ҹ|k'،ZHYʕ0UX~ͮe#٤}ٌ֒:;HsnzݶRGd9d2եM261,}ڶnQ}$3Xso}Ԕs v=F:9:dcsQ?njstx{M`^2{Xkms]USdR͵cͮپٽz~LGr1CΖx_2?іƔ>coѬO6㮭3i+ʻu)Ϭku;6Kb|xzs ec~x/feX{-m_2k>xcl$c0}+O:U8u%Klqmco,O?[4ƷRǞ3khg9cN9uqc]eovfs3~n[c"{D{ǰ3{ǹT/4GǺߟ g(c -=f}X>'qk>8o?#mT9=os%ϋ)9~cB왏>fm̑{u2Kʳvx㾶߬rfY'sֹ\:| kd<6Um|d?>qؽϙ>1֥[̱ 㽀Ϟ9{d9Q}^x^g~<}fs5>sm.{v]Gݎ'ySxM}c t_e ?s^YS䳥@Rt^kߕ~rOk`]YΞssu}j,˱ ||[O?XݟB_W|Gx/2/7z5ʃ}|j?W?Z=cVuzXέm_uv~m[ۭ_˪ N6^7n_{>|mgu:KTufUjZ٣Gu)`V:79}=\3kܺ{׮q[վ J+r3xK_^W_feKj?/_ǩo圵muXY^}jZgou}odൌ)k8˲Nly2=d5l 2sO{oo#ml<)܏DF/yՌlᅬζM5ǩq?nQ_+w}ܪ=mfxk1KgxKc)lY/llce[k1ޞj^wx}g{,:˗d۫f#gZ/}fL{_oVY[k5[[a\;le[{l{aewk~oe=վYOg>Y'sȾ|s!}ݽ_H^:|W4n;ޟ{r/jSUoL>*Y4ol=nv|K#x͞x}؞x_r:q|02^ZǮβe^ke|C̜ڟp{y|ڞ{57E:W?ןX?仱|}\g>fS\0>_2?1imdzҗOjlzs5:~m{=Ws9kmӞ{25?>Wωݺwj.]i5e<̕v{_Fon]xz[ߝ}~g;d_}nuYV|{3wo.Q>jGzU1ܧE>:rv=ệ/}wW+Gyl}y>~~}b_яk'վZ^?׾^ix=%'*_%U*+쯖-ewYM֫y[e/v{eR~5fQqoKfnroVxܓ,̕KN%ճV27{%&m~&\dyƫgV.=W㈵R>WsVl)Ocƻn[8.\ɮ IgOgܴLk_/-d<>w>wggg˪^Y_~\>S}w~UÇ}^<7\R9Q Ǩ:˪&ʼcYmO?,9VtlZmP~fmU˫msk<[\ʾvζr=UӗO{ַ>6\Գܑ>{ed߯| gG2ALިcY^eyC9_-N*%mrl;٦꒺'GҖ8Y9׮V[3.cv51_"ޏ;\q1/^eRW˳1}?blB)3^T#uI=R=4JH=K%os<ǔs9jc5^w>Ei27ڛ*cVۯB/RY1)f|Kr1co9mm1 =k[Y7qgc6xo36673Vwo.9axKۏQL]jv}k8f}367nO9O1Ֆ{5?WNX 1qUr1g.V,mܔggOܮ<2GoRrL۷4/z]2ﱷ8-ƭrUr>W]+Xtζs~_h|}-{#Ξ7s9x#3Cg=fW5!`k˷2^گ?q66^޾u^3P>gY;U^0g]Azg9\ͥ<朁 Wm 7麟#?k<>LOV턌 ogu=:o{:@d<@ӟ@d<@{_۲|@F$bM$q P\B%a+n]aɭ[HU4,ThU$R!J! J4={5k9OIk͏1?V1\p<~7p;>;7n@ 7%?{Ǐ@xh<8O|c]%&_O1/fKw~W_W_Wu;U==Jz_e<}8fl5f/GzW[F{꘍}>QޭTez\w]mc۷^KQ΁̛aVե߭i<<=#gj\.ş@\JH;VxU5Nv蚵ڨ/_yUOzj;4}D-g'}6׫W[õ8:2=qTcki!#coYS4ެ~i]VSJ+ijLv31ͷxyFҖ>ty gme~}~ڽ׾J31?۲Ee3K/T׮>ྐ̟N-+};Z۽Wu\qѺ?hꞜ}ÌNPˮ^F1rӶO^3']OŊƫ8ިgmlZulyzjחj+:fG˿ጞxǡ>ު:=s}ϟN__>xBלzy/umQz]nS[[O*'t/pO$mhSK>ұ`*Se){Ͼt0cZoj}h<4}xHB^ۨؗ[e;4@TEmv=! 4rL+K@y0'xxG]_SYZwޫst_u&6oU~/RdU]֑ݵn_s}u_ӕPY{+=1|oU^_Ǧ5[cٳ\ݪw<<7λe~91+c4[}L!j|/>Znb*[yZS^QQ|Iw&c6 }i}f_寶VǟCp-va[TnӽV{Y[k[Iz4wҪ-oG3{6ev*S<7.o6wÕ9+cedfӞgUY5َzʔO֋oK_vX?o#fu4L3߫2{Xۏ:E}ڦj}jUdYY}*K]U7k5Vg/T4l,W4궞N:g.H7Õ91*ce>ٴ@Cx8QykM~O:ogcO0ԲJglҬԗ/q>>L sE΅Z2TVꝛx+c72V퓙M{ 4sڊ`=0Zk|IQȟX_Y/N]_'z}oo-=Tlofk,j<ν'oB㭌lNʐs7i3Q:y#uwlv_|kI_ٳ3[65#Me|lKk[wuWHۋ䞭o60xu>hlGH[9Rhx<h<xzH2;Y# g*fp)l#:1A:U$ϕquLm\72ǭ#^塞cweo. S^Fs>\2F}<h<xsY3' 8Ozew Tjg@]1<4>$i~lQ<m:)G{eKY>#5Fcٛ {sL|]sjΉQ>kɊM{ 4@xh<4~?O]}^/So^_;4Ǐ)o~5U:T:OYf-#(}v;xh<6o4D>&J}gz+]}6.˪Zvi<6ԓh<@ [tKBK8&r\i;sJҀ=;t}Em#JS2{ZtSK5+[4;~6^@ ee|16Vx#|zfG2NTxh</Zy+x3'=sNL W㩌~UGۧCrZUZmFsa斝vY)2s5.ҫ[e mSvjǏ?>Oޟi؞Q\e}.Y 7_uղ\˺ly{Zo/s]׹Wm3A=9wj?d[=NwƓߩ~uWGgQTz+q Zٳ+gڲUx_E=iVnguVji:fmyK[nJoӿGs|7'7}?k4Bu^b=:@yfڽej{'Sxd[v?/&x[ƩeQTgj5xozǺfŦ=jV_KRS4FbGEʖ;W3yx>bάu _؎W ql7m^?6lM;fU&ۘ6ֳ2zݲڣﭼZvwUWmh<)g_3+b/vNcUϴymoF1Nx.SZO }w[1*c4NxfN5NxdtDڹe]m"-1qMuM{O~sir>hwcjp.My.042G\T=h<xkض4xyWٟ\ݏ+Ͳ[u/V9.VsV>ZƖqg zFL˪=j]V׈|Ҷڴ:zn-~~Y?x?^+Ҟ|Vxm[έ&/]ܤڏw2ހk5zj|Ln>1<׹Ywjڷղ<1}/[\ݏnꏺ7mʹqj8w?8]j{'xh<sذqz]q4 5ݤ{ knfޔ-}:{xh>4zxmX9RAk.smRMxh<44@xh<4xh<ɏߕw}o?瞻y[׳O|cO{mQx׿K:2;?~|󟿾&m}iJ;ivVjccz}1#/~uWVx]٧C 9[->Jd}6>6 9'\Ɩggc h<4E|ck_wMcUz(}VE(۩֒dU'*CnGFv-}RwƳ^W[eWu}4t?smsZl{LƧզSȾ*wxh<4x"VR.>1^ȇM{W.P-_3*sVϬ/z::w}:UِkZՌ6l\Qu4^:[jSDȦoԏCA7x٤/xwyͥvBźj+mhޚ[d.^ڞQ\'c&ɪk3yƛŨWڵUlƭg%64uؓg9iX5fDik[f–xh=g??]_~K'Uʯ{? 67^|]mןk/>^Oصg}ՑvZQ{g6(~~sVӭkG4e"?OS4|s]깚NY]97=ϐ:R~ٝv乚gF{{kBW깚mt&mfV}i{Z}U[Թc7:WgֳEGgy[uj\:r6pOZ%56uMcڊ5m~3q5g-j%[W\!۬zh&NUTWٖjvU8+oK㭴kG4`E]1˛9ܽwC'1#ǩB4M%Rg5ٛdE8WJ4^#-V=4lHZZcЊk+@]xq܄=k-;xúp5^Mƛa_jiǫ±d+'j+17iD׼n?zkGe+g6ujQ{g`sYStB.AiZow_}<ü-KsY+Iui-q3ޑN}g(Eid1Ziɵօӭk @ܼK ]>>{{Ny-ֵGhVKvU[t}jZ4^2tͱɞFKSgdGmZWh[i׬x7~&=oؔtDET5ۮCy~JGiT.KJk]x#;|(j2mܾY{ jkڠ\)Rgvpjʏouy{kz䖵bVMh<ϱ5jIU׺v8Jl36?\1v=>{=uxGxh<44oxh<4@@xh<4x@/q賟s]]?vo}lmo\?{^[h,59?g]PJCuJ+_^+?{ZOb"[soVO[}N)c4֫egGzϬQytZ?g^~Kg{vxp*죥kT勦^7xӴtHcZ"薏j_Tٿ=B~~ni<&syu]e8=<+wO~/&';]g{M}־VlgKm%1-8Voe>3i2k,5uF}b_U5+J-%?H`;}N gO{OXa9O"cGS45lrU/d4^/޳~i%zyo]Zϸ~W knҨ.1bJM@帍{M~>i Pc<*cm+i܎Xi/mڇ+aOyuˮƫ}vžKQ.*CHn}Bf!颼n>)i8OtNq i2FoTdzU_/}\ӭ;vZuVLH=Y5zߨhXuc+dqGi*;lmآ{.Ouz9%IUGfYjLWV9('Gq<]sU}=Վn)>"?Qcͫ{smw+!Cʴ=W_SDZ 7}9>*u}OUzeڶj:ֽKV>9,-UFO(;p3Vύu/=P5SUv/>yo=!զ,j+4$ٕκOq~\hdc_*J~ﵭWV9x5vu½K=ĸyMOeԽnyۊ3qp}Jڏh?^kO<_4(>k޷XʼJƓO*Y>yV4^!ʘF@PDjc7Zg z?}2{uֽQվ^LjK2Vڶ&jƺVvj>4ފ7x5>sFZ4 '?:WSq"u;/L}6#U4~v̗z5^Q,<\M$RGN{,V:m̓Y+tԹRƯ[ϣL};momzl_=㳚m/ϔ5y4׽t[O~6~Xҽ ú0ϼp]yF~F-Tyϖe{˭~}}*3׸zm1kJZcx5mV>~V)xbhJOƩe\[爬ߨQVZc=[=;[}8{LwZǬoVkK)]ދ43Qȿ;NS߳u)~{=SBq;n_>񶶹5~p]8NGmr[N~h;L:j&1CC4N@xh<4h<4@xh<4xh<4@x@x~_\쭟>کz7xk_}eOimi{eq<~^_۫I!TÛquLmw4]x_>O|W/}gLc}Lͫ4*^v/?#tOyR('_xaضo܏JMUGQ++v?n߲iŮQޔٷyg[u9 h<(t'_]Zʱm_>o9&5ܣGOP^g=<Ƅ,otxqC8l5Û1 ٓ^u+sxp }~` Ϻ@AT=mxNQ5Sϯ]^eEI(Np*[ƳXjl5Û}݌ x<gq!?[G]s1-P5D/u$[GO]#^5^gܫf}xS6o{cƨxpu?ӿ/?ߺߺo\ 2G[ċWݿ_S/]ߺfrF=+uS=_y;O]mխ[yjShTޛyzէ-]*v_Ci>=V!]oZMG7r4e߭.ڪFf/c>k#rMTHelxecgתKf}xS6o{c^r ί7W[[XsYW|Z+e_> }WV=֢B:&5H[jlTZ׵jhilf-N[˺Me[׶ڎڶyqsa4y?^ƭέ=q-A~)]];x>Q|_X7y,#Wmo]ʗŤmƔ cD^SڳiŮQޔ׭yQ9+ ]hiњKq?^8:zڼsA6ClZkԇ7e5/t/%jj S_nV ǁFZk}F$5-[zh=+ʪ[í]{1\C8W3KCxX=3=~[<چY]yl;4ުdll5'KXCe][j85KrݩJ]=yJdg/źso㍴J!B5^=hWU̳R˳6Ֆ|%hMz61@\~</S^~2>+k)^=|ikԥxΓ}ӫ;"\wf-my~sfwĬ kyHg;Z簴4ڊ}3wJkKhxk'H;_5ŭ"y\F;kۊhK7xqqx7|toxN꫌)eiV&mG:Ee,}XԨm-7Jq^vkɖ25ugc4Ϳ-e|ej l>t(c]<+e_9}fږדּJ[6N2K/MV!^}^sYdK8h\ w) h<4X^9=d-5icy~9xSb@fN7١2@xp?*:!O>]h<4< ,ypwp9os폎]ty~NnX+omc<_WJ׳UOmowejs+ǭv\;o-klLf5ntjeͫcSkכgѼiS4y4^}?\}ǵ~=s]iYZw=6S& _mtduzmfg뙛.Oi\{mlʫsy;sV MT`ֿLsbfָ͛ҩ}TN]N}/|K#`kLriolZyNV'?]uq_+1ɏL}">Y2=:YݽZM:MYnx+:ntjeݶ=4hhi/^@EDRf=Ɩߺ>mHnVhj[5^*?uBo>s=L7T_UwO^Kݓ׿{4Jh\:|rmyVx+6<'[X8ŹgF-:>sj bڳsƫqUq+]֙^ڋe߸=u[׋y/^WuT57qͥ=}ԫ7rmoŦ8kh<c4p?Z=A2cO;#Y^kWϞ8үh=g߫n'L=m,O~[r8nx>'q~1׃57uzsioOgƥ7{cRSi:OF6ֹ8v; ͊cΙwǬYu>Qezqy>3#c>gl9zjr>/gֳD.m>[:g{dY]y\G9+;lh?h$TeI:{N54ZlU\uɷm@?D}:B 8kH!'}zꗮTݾߪCz6*KwWoƝY0~wxScbY睪2n&fͧzq5c4x=;2Wq-f~i@O}7 w*>*~;շ[?mk[W_i={5lYw]W}z*7aYG#z/-qϞuΞSjϖSla/lZٸQ=R[I9qUg2q8cvޟ絝R2\z㏐uOU?: }IA(&kΧk6e=N>hiҞYڔ|#{[jߊ 6b8-__e F7e((&'iy+}XӬ[ָѼK}VuZФhV U^k?}嗞\itO׽>S/#]wS-3GwGglC>=}OUSck]EHkί4m+b}+66?:Zꍬk7u<޼]ɣڼڇ5ʸm2%2noehԸѺq 2h<@s5#CU']ujUkl~g&W*CglّKڒߩxKφOj4vMgJY;oeh}ٺ :h<+h}%{}G{l^Xc}c}f}[J\e,9T'cw`=;RYٞ<âg{fǙ>1f]lՑSȞY7يVfyV4^WfTg/O9{Nc4x5V{έjL"Ű1 '>}s5Uuok\Q odJҴ앍1k<3dfCmڤ6H_e}>3_jqQۼ7fgjNfTg/t 3t._9&7s߷3gP{W\}ٷ n}|xu,;N/{UK'tZ"s=]m;wu;o]1Q=Gx^؎ '\nͅԚ5>չlxo'?1[w)]3ڿU=מUmQ^ǿ{/5H}eMy>S9ڠڠu. f̘ҩoqZ4J8BKtsk~͞ שiiom4g\Ƴm~̇k//rŇkfد]f-uINn=VwkVwvdS5ޞ+sy&;xh<Y'/+q<˘D9x{$iճeoG}xD/n%縍o~ٴuxeͿS֑s8ח:;{\y&Fc2x p>|>iޯ{oU *uh?;3E=w^Gϖpe?^ڞ}XHٳ]ɪ.=X7ӧ%/Ν>k7k_o Vk?[y,<;l6u?^wNչlߏ'_S "m3ώH:OSl}VY=[Ysi]3:Wc~s}6WGF#12gd곥V_o Wa/_iVqgQk7ԈڋWmy)j:ƫswKnqvΞe>\ h<@=^24_{ss4~J稯 yhM=֌K7=+c@7޸F4nGnEsDxs~\}4e쭟zZ-]zN7^ZsqY=6_|h<@Lӳ{)%{嗾T~k~'_xueZJ]k2?m}zv3߲_^˯h<@TNq'}w}JW4MҪƳΩ-k5W4Y[Q=JrUW\UL}o hDNzE8&VJ9Fxa4h<O-i=6x]:xƻm[Qq0ZZqR..ҽԈa9Rٕxwmi̽v~9K}4xObRjqV{k=[SK4஢>sO]o_}^ﺯt|oWǮSk]J2?~|[Vz?zd'8mڨm\ʬ Χ[Bul]/u\Sјm?mh۬:|fYKWͿvC}־B;bT2sgx-hxUmYHIWIym.'޾>Q]^ZwO)י~գ^u83h&c>p4<3PSONi7V}#]U{eYq?(վG}9וNꍩ}:Ԧ:F[4^iqk#ÞU{O72sgx-h\x侀k\}z~[oIY?xm>8rݎ=~3[:֨תGmiײf@'g?X~ܪhO%vs.[jݏu,z1-yĜ9^i ~P\MVj>#z^˗O_~_g-M H絃skVYg\Ҧ q٣FcrZ^\i{ž3]4#Q0J{Nwx5?xZgn_rͦz͞8m]+9Jv9&3pmҲSwnu^Lkֿ~ҷ^8r/fyxێXx1gN}xKISEy>4!`lET_~t)]r#jEozPs;mlƨlo镙ZϚ嚺:F5~npolMyFk5Gq^mُo75Q4c2sgx-h<@|Wob~yY?gڱљ|>OӿwUkiZgn:=<^uaoܖHuM}o g*YJX9Ug=5>3oy\-}7σֳw]~jZḘyĜ9^m ?P9npgg7η?r|a` 4wm5vhيΡ1ޭ2*-tNcWvC{\8"=WwYaOP+gEo(]o֞>[i^y~>rNe_=sy5zڱeg}~uKRt^kT]`DuwkLoiwsmt6뵾=~Ϝߙū1yʫ29):u8vSgN)7.ֻZzCiN{/WqڧʗϹ:Ωj˩[ymG-v9f}8N<׹~}_?nVbCw(5A^grZ+[Q U{է*7h賺Wәsmꍧmw׫L=}w2*7c[3xnw=~wBʯL1^ee-c;+[˭qFV%XxUٖQhVJ=}:x~iޜe[}!;x+=3 >cǞ p5}Ǵj3֥4c;]wX)g-MFOx-+^_)㾧OW4^Gk5Gsjw{h<ٳ?NWSU5q^TOR}ʗ=Dc,U_V &}K%V9OlϞrk&e=4&xrkoKZKXT@Qv6Z 2xY폴yUccy-rb{ZؗQݫoڧ>6^?⏳9O>Oef}9&{e-.nc<oh<˥)Wcz? j[*z샏b@0Ϳ]ɟ5y x#~qz]uͿz_KCҫGߟ WQod˭q6kkQ_y;O{y]W6oU ձ>&@Ɠ˿ka]& Zt:BY;^iMdem4yŜFe;^z˄tQ?:ƧiY>u(Z4[x)@F&YyUUY'9%sSY2?=$mZ.qNmpgrZY4[xޢUV-ƽƫeV3d^[j{Vx[PkٯcMQxh<4^$H=ZDi5V5֌ewk>=yV}^lgOV:@< {8=,;ZHdY{5>SKyH=rf+n뭳TTÚ9[:Rvy?[3xo_o<x8k5sɵTW=}q%X^g5sL/}4:WN\Y5^ni{zHk˖6{gی4h-+}ۦ޸lis=Syrr,lxnxHV8#1@WU}z' Z4h?Ѵ6.Kյu~'ک@ !5Qe:Om@\@xh<4h<@@x0o+|O~s{W^{3+/?׫.S+k=׵mʛvɦUڡ|ί+mG}y6~}ʿ^}GS/~z^fs#Cm٠npNBsK_WؒW~ٚWo~筮=W֯[QY~ۑ̓V{4Fsce|{~vmp|dǸ:V5V?PU3ՏW;Qj_SN[KG:k_ܑviʱcnѧ5#~V_o1ujLeg 멩j>t=?>c)-_~}OIʹҬ껪z$mVn߭螚n>u#D{OwM3]ȱZ~XVbY=_~}R[,x+>uV=jmaVk5XbRƫjUVƞuYIY0ӡ;B5>FǏ5u>e8^Ov^7Wƣ5~eGƮ]YJ_eLkbLmKgxL}_|nF-Um5[YsDF~H4Ƭ^1ԫu&6}a_Fӊͥ[![=6jf^Jmiԝԥ+ -ffҍwZQ:3cc̍Y-Z"΅^oif۳7sUVcy2KQRf+ܺmkxe|uQUrޖw/_k jxZ}ߏ}]ui'3hr|zvo)ҟ_1xҫewulƜ-+rj^VSll|j鴱CG5ggUXc"G|;6[)=u]9_lJ}ę.3[wyf֩*y4SlZѾW_`:t7IjCU_sK,nrICwW{(Cߛ7{Gxq[ٷp9hMcwqK=g64efl1{C:稲& ?k{kS{wGo~oO?_Yv4YMɟݓ,˿wأ$Z}yWGXYqu[lo</?5Ok=/{ƫUwzWW-ЩsWO}Gr'6z^mk|}_s;R?}@P_~-Bu>ȟ{ڿj|9F:چQ-HVRީ6ٸ:-[5nw}WYӫ^ՎvYx,w={FkkM^oMW^rm'?֋WroO/=#2({Ϙ)r{f뼄ٹGў;mR=5d>~o{3V[6c֪!2_^9nʹ崣Zhg蔹qkӳs6njgAجuׅs|Ok俍sѻlsR='֜R`-ޣl3qugǫ-2ֻFEk>S53wn~,Ͱ@ a=,va=,,C=l ikA_3M4Є  BEЄ,4h(`aQ@zX [I&]`T| K3,,~a߈zXzXa`A4zX A i܀@g܇f Z"H+;;[Bk̘1ZMMMZK.:zӧ.^u5wj=yD j5etLPS]M4+4UAFhu^ uk{4l7ae%ilth3"x'i?:Mg?Yj!ti45ws@ ۭ AM_@ og8p[ }!<Īի#]^tiD zٸ 졣vgmG-o>+o~-_y 0B ~̯x5dcmfj [#m-vH땙}{ <|#_ 2+]Ա1\ݰCy̅:KR.h^/kq9#T[W"ܻiZvn݌|մC h}4Ee˒JTqyڭݍHh-G:v>X$a@/Ji`@(~g0ۚw +xɓa{s-,iDt8 =ewQK7"bA rI}4ֳyy?u֧7ǎ/7r뮗YzM2>HG3C420sXhڛ<~z{OpўާE۳Oqٚ}}jP]pH+H.XVn_^6Dr^Z٠qa9q$V`CY\Tޣހ~&n$ `iV({:׶9r4|9rh^_@ɖ!h!z[4j9.NΎ EV>|wo޿hz.wc``o wV7hGֶDW yavCFbb>uO@8ւhe344'쎝3f`gЋqRuVnQ',1&ا_+]8ݻ J@]V/]WCט[D-D.Z.]+Y f^<|zﺁ]aӻ7Bõ{M.i/]jbl4: UQ}}zӶxca_Yܷi&eh+Ϝϫ-Ҽs{wn/Eg㇛\}=4-B+ދN?GƖNwh6sa8Yltg-64YX`{"tvH۽&8Ή䮩/6(E 2qԄz{^xca @t*[/m}PqWI.}Ʌ4ǭ s0^Easή|r?^1_0Ǭy|pF?C5y>uӫ=kC%OojY`8T:An:XWd{ SAOO͓ƮRiLA }֥P[uÕ'Gk-McOm=}tȬpٙfw|s̝gE]h$ n%%%R3r0Ob,a2)G(K *9BGPe% "9>e".GH i@$U eIq)l #$*Sʊ.K3Ŋ:!@,OK̏UFI4YBzzV\{:(=$V:(!-?.qP"Mgg+r>|zeʘw'*F]L=9Te.O,ײ쑫oZy|t^%KFe?7xRA6xГ%;GVSQŃ%c⋇sɉ+s4E5';V,[MO:vW=F ;6쪷D/:^u KCqW=YLm7W^+jce8Ft70SB0gmK_<ٴ;DZp08|ebChD۽;pK`?MrpY1峞=sY=)O4E~y5:!6H27rV[KFy/\9}eo؇]Q@w-ɸ2et$2Z-}윟\ZL;{eɆ14/$='fo e֍ c&2DX:1kGz&;8dB2(Y!wYtz]~KHLǡ+͸|0on662\PCr9܆zjr꬜xraU׀lyچ[G+1) + rTвxGD\U\@iC{nv<8rNsˣljn}ÃF3f^11,^dv6#]h~lMLJu *tt '{Wj5s7K%R30A'xzvԅ[9^} kcvk7|~;ؾsm7#ؾj9𵱣y$mm˚D2*&WL$Y)^q@zȨXΟ 17n$GYp`Y׾-['?OMB%DZ1\_< ) qya'b42Yo#D5uj\)#[Č!g`0_v}tEsdCU9DQV&EV*92XکSt+bb"R2 ޲j'ͳ˒cSHoL6MV zrCTWNIce Ҵ,E~JbYZܠDI]^rA<'QYMJEoiǩ4I;aurVF=9.i7Ky654|ӭ3QHgSZU᫶ʛspE/wjz'߲O;08 yp=%zˮma 24]"uTGZTv`d<'N& DP|(zY6HY18:<#醔dK ֩AFXB2`L'Ohjڱaafd4sbHAބ([jj,U$1!VBrmJLLY]M+}d8FmJWQ q h;f8~F׶ej&Fm+ca |/cci=^x{+ri*%13,dHD \CYQ ׊ε[+GƍĎ9K_@7mk/4qSܠ%+4@mxzoɞ'-T `/_%_0WYXҾJ<žq /gBT/۫䮒{'*m B1%]"r1ϩctddmE6)AJHUSŇ[Q_@rd9%NLTTCcQDÇ4#]5K])*$!(8cdYDɛa8me T( AXAG`dHaP!x_Di =+Ū0pEw18NZЙ5|A$GUJpQJ Y"HmD1D> ~" _Cᒔx\Ja(wTM5P@j$Y) ;#eFֱsB{eML*2\FwZn+'EˆgI9xw.߰3,>tW˥}푱2U5[f 6s2 X"rHy},yםeL!͠2fh 3nj³B,c͔ltfҽ]ͺ>R-i&U ȲhOD#\'c-gM*`j̒Bl! o+ʝG6 R-BP&ҌU >-HDEbAw#"mvGƄ+&[4f~YVAj(%JH-AoiE}8KXT^%G)1"Hs`(;ʆN!~b_M,.MDGS^0ѪEJ)n\VRf)JՂa{d?"0uFYƸ9,v^Ӝ68߅#/ʟS;Xl[q;N4ܰ3sňxx$ #Uڎ~w^垃=?G{˅)e~S(HJǀ);A'!7-j~R'kzr-G[(ucOD҇+ٖm5 G [_}?v)"IlO#eԧW["DdJØ(1ZΦq?f)2(rnJÌ?gἺ}p{1$hn^onKgp|vv|ԍ;`7R2b4!ocGg|I%}_gݷe}C\b \S~-._'_4?V 1J-Ǻ;Wk[ԕEٚ!7wj6r=8ؼnIVQHuk܊QD5T#ϝ^q# #Y!}'>Сr)6\i6^Kv~KZr .[!$4 V&~4%"<%%*_Yɵ"YXW?|߸aȅ3G O`Rr$&L/\'Wg5:E0jL7NE8<=x23iXCUgwOc7K#lCY(6QKQ gnIpHğ=0w޿sӺrx4&9љ>`oIo\Z[.}Oqlk7IyUtf7/%'N+<p^ŧtd:e2sO;Ics;tj c9ˎ˰\Q w/J|76ɭkձA}VJ A" a[&N@p(<]1sb ^w_'-DTy&~8qqB,HPqyU^xs/ئ{ܥ_RCIaQL4P⤎|U,"XvHiaq6bdd6)2Fe5N غxH,Z mHW.1rHEA"r \/72A9Gn)>%+g$3pr ŽGWd leOK<@.*S$'9p_ WQ.< ,\^' }ީ;Fb n^򁏞ހVa]j;}ƮqOӗmÚbSظ$.9W-i-O'`+?[İ.1r >\e &kя^L/ TVu©] +1[}tbP,FU̱R{AݯdB‰X5}d{7o-%ύ!^fھ/_BpitǾ=jK5OB\t~ yeaåFjwBE|c4R/WfTY)Od^i`ħ)DOt:ttf*elj_=s1,"?!Ϸ0xcS5q>xeGkBe=LY$p]h lٜ3ȷ-I|sȃ;,Wsq,?*sB9ܴ(,$wRl<JLhEDz:1ӮoF\zܽ{摷WʖXwNZT˧d̑oޝXE8xaɉ=n]t l,UC;=X?/9x|RPŪ"{4a2Qxu76izм8'KTܚ2.)}!ta}cLæ{ލb\6"01E:>رN]>wjPtx1CO2:sёkmvq16IFQ<,M!d\F Bz!B:2Os<0!ﺰV1rT*; lˇ_߰vJm)_W{$P!nsJs*14tʉ{}l!B\u2M; [xX.4Iܬ b?,5+'R@&ݑչ':쁆'OU*#+|t @ )_$'l;qۤ[i>D~/۞ٍ,4n|`S&"mL^(hkyaq4Bl!F)<>cFa%+rzǥ:۫cOQiR&E&؁Cp G*1ޡq)$y,lt9J,.I*y]=҇i鼽ZItϊEܬy!Ok߂xNkDDn;|LԘ) b:/( 230l? ^M<܊FmCmƁ~4뒮@Pj?*?t{h6;DI/rCt޶m2g1^8ϕ97kx!q%#]2 j IppE r%HRIXf$}RJd"2I`2JS$\|A"0"(^TSУs nP=)$ea1XcTډ#q(>;+fR\i W2ɒb<A;qBIV>>&U[g}r?ȶ,5,/D;oǰV.%"Qd~ >,o[e.%C9f/ Hڑ*ʥx\mR_VG//ŕ7V<aA;Os{ |\m ̙U#KTQɇzM(Iజ@0oPZA3-Ka!],yD'n\wL8mM%熚F3%~)k|~[eLi8ǒdGX1<'V}'$˙kGb2|M3qq,߸G|'RSsYdf/ĐfbnMѴ41ӟ5 nR@4ŜCEd\jcm'Jig#F=|Ly!*"tj_nZ:D 7MU(2k#g!hk{;: +_ur58Ag!h |}6ݵУ~ve} Нгi/4/?yXpʹs!h+{kch9|!,~q Oz7'gѭDy!~.a#ڡfl_=Dgy矅tdDCaY$Eѥ~bs15ϓxI/4+[xP+3>)Zv 2>$]pfd$k뺗ڮoPB e7OWd܁: Mڱ4$-k*RBW ylE "rblK($^`CyZT>:ײ>{e U)7<շ,%S=<1OUY`ÛCG(ԋN8-g,\XMGiz{?P):jXvЌdRQ),^TfoX_%3rr"oV[kEx4AʣTW7AuDۋYNA5P(Uv+A:;J*iZ4k"cd=ruo:&F}{Am?rh+g%FB$ ;1o-!AI"H<;ıBp 14_B9(snCPmn0SY٘}wB `Q)|PY9p[ U%L::yJJA P:MgM*W8zbpJآ*i,28Z>(_wP$u; r)N_7aӋCάcedlsh.oWqژAO!W^?:cF, ή:T_.l* %FdVʳb/#qfҶ+ j9VttMc>5kRz6aޜ%,w>f&([<3D:ztmNP>k{abfsI4'=gZHt#t \RoȝˣIlͮ/85@]ĵbE\.M:br"Zn/|" iM5wl_?)ڋ40Zz|p6cMHŋd8Rg;+lM @ˎ>k6s4ߕɶJ]{*3b\]tͽWQRZܙ#rfr5;1|WYOzLE,DBR+FwͫgV LF[J /%QL`<4QΚ jofr ?8/,%3!qۦiЕohhϰnSIRJM̤I#Ѣp47邥"|N4d-W&0Hn/QűT&+E.#{%X@q-+lcZ"*X)͊Aq"ti]/D--P w։]o?+gslb-bk!eoS۰1d: nݖ/#8!("7#"HY8$9U.$sѾDQ<$v{-TI|0QaN*WԎ3 rMNf|kaAij\JWʃ#Tjre?{1aůUL-/ 3cs3زjn㨡 !ɠiU=h};ccXai>|Se厉yu<0oQ BVUb}kN3xV6*zP:9GB |B9v}و'>Zxm#ֱ1֙ N0[:[A>~xfqKk֖Wn;nIde\t`ᒂ5յjU%OJYZ2aeSTUQuԴƑ[,/'[sp[.\>(rXg(pZ]Vzey8BdfM"NަXUswc*Zwut4%ܳ]v}1te2Fza.1,Zm!nj?y]FD X|UVoBЈ UVU -fgFd0j)9RNoM.1THh|-K}8`p0Jd=f@Tпٞ䔙#Ds㣦ϫE:E*;^?6-7[Sm璦eFj?joܞ<9R{tp {|j}3ݹ{޽@[̹/:'wdK Npvޖ]!$9Qp#tiնJż2SGfcZ'pHX?6UH\CGk=j?s#S 3%v?~7ԕs݃~؅Jo!(k{άp! U[ov+Լvj3kɒ!mm7=~82!e Ϛj#U-oS-v󚡝 = UuՖJ9N̳p"4m\3@m ;s?K b3n^='>ș ['ǕDmB~>>Ou 17S_n=ֺpЗTͯ9ja5qr"!cs_ T1kC '[_7{KΝ4vʙ{lSA4!S1hY׮~{C̓x!#:/[V9 C٥K^m\9TI١P p&砲c-NK# #G2&FQex*CD 6.~܁NC~#y*YEWJoyK'jIXº;oT'HL]썆ܷ(2=q|K}- 9]xD 'dK1޽Ka+;Nn?:qؖL~76*!pɱr$TN9pl5;W)-p [S5nn27Q)N-0enm|YNz.pmȗW`ɹ>qbW"Yj ηߜYp#panLaReX*UKϕ8ĉ\|LRJwu%jbJ畛꠶Ѓ7Ko|V cm~T<%n}Y"]?O\B/|yY;AJI(qTԃD0ٵm_B8ovst!WWt~>533*9_h 5F'"X6x,GK(6ZOUoUf|bRTdبT[U)w:ex˖U~`+1+cr\9^l/r]$Q%Ku23s4(Pr'ZzSZrhGNxxkI*7UB3!1Q"wn|tS9 AU;wHJv͊P}zfsJɦyEul c(",²W lӻRbWDb/{]cF$Jpe {1{g;= Q]Uͥ^=8pa͙> 5W=aFB@t)-ƦJ"%p*DuS~pXv`;g,'x!y!)N\FyN(g; v|pm?%X`t6^sܔο˱P irU3`gu+"Tb,C& +_×:,T*nJR918<Oq2wttjdv$# gMNBum'uk?e3!(QebfPibV1lkj +>m46[X8]վq l,Dw#\Gǣ;XΑ, )1Q- @t"qUܻrsgHI5{W~ڿ|ysfϛrQsƳc{!pJԣoR:~{G)_@p, pgHzs5GibugJVG;#tʽQ@$THʕyxy=sJo:n~I=:p*N̓Fe,';3Gg$&;pdD*Fx / 樳ܕA p.Lpe٠]8AGO{&9*Ay ?v5 az9LA!h/]9Cw AvcStg4k(] ⡄wp=LCIM5Xz/y`zxf*lInzWnn[vv58Yz5uB0:a1CУ x eCЛE~dfѭe;v;Ķ4XAp||i^d鸨 KHNJ^U0*E<}*KET7FX- (GzVR 8sW|ޔ"LI#C[>voUF +^<Y_y2Dpb31<AņaB9bD\43xF2+)?-Ź9&u2Pm3A7;LđʝΗf@uK+]oŜͻ­I@/6h?F"3-̙A" )㑨qS e9RV<n=Tycn&Y>vG7u?e#sʊ$⿺uYcㆪ[z >At^&ܬNhVs嶵6iK Ң,/TiaOYsd $ܐ@.gkMk߲Kt\. T Xq|$~&3 Zt;v~O0}wjXoNǫ/'vdRyjF*{B%#|qVжn?-H# DF@{Z1,n$Xas`$+2xSIJk! yxތ.$~2DKIBòRlQfٚڜJA`& f!و$ p5ҫz҅7Hl4r";hHvd tΤ5?}z "l,Љm[u~7kborMb^y9{<5ϫ3zӻ/>kY1ߘA*G}#}%\f8 c4t[!t |Pٜ.l\y5_R"{pv@ȕ.(j)s_?%2dОA'(xU&"r^M0u0iw;U'DYD^%t)ΆCռo9RUdo8ݚ g؆ZKy2XZ9{n{oc4t(?} 2n AD/5j$?/ K/ƻ#Y=m2Io*r8DO\ 6FNts6^>3 T@<}0̣[JB_kpeG _oc>wEQ3aq<$N1GFq‚)| 39xo]+^ rS;{=+%!{ C=} 5fqoAwî+'dx`nz*Ypo][?wi:mX%uhΦ)6=UCTA]:;1ebr{jjj xZY˭-={uM8ؤU%O-'rv.`g5C3DpޒO$BHĮӭ瓝|C~NbYL 'ywP3#E03m#r!4׷庢 qva+8weJ$cPOmH'l{F[][u5M`:l5ɡɍ$X:;dpS"hX>{ds;$%J8 EѬݬ>j 0~^C7h+5#h ^o!Kc8i6Xëzzkcb* UMɎmOjފ}9}w&RJdɌ.:4.L>Fwq] <`v4ǽ}9~bvV..tuw5[P*}ڿ(|kskEçWW]({6[ŊWMMs.qB2NoSZy37QfqsC}w.5<µe01S:7g -}ӻ;l-VNXٞ>~}+ ccŶ2&0Grru7l*KI>t)%\(z\(cwbAQ<!9Q|9 vWwD_5}c]K[~O[ep?odxx~pœ &l^otp {yj"(s.,|+oܸ} 'Sf*4 {pM-*[ vy~fɱzDvn[iNUf͏Gq#uG7n`nsz$:MepKdmsۋ)7OɱM$LWGݩl[2~gٴ٩IRXlյN\~|0{Y7-ZUKu?xj:۪pJr>B&}a6 B֌WyÉv^&4k݋SёL'9RKrq~T]xmh#16zP[l$i`?5A'HDщ`Sw4IF*p rў,9}j0znz&NTWd\Sݓ,}^Ѿ^?JS$=r)e+]޽8vp@T\& 6!1ve6Rm@wKV\SG*Dv l3 & EXDqmA-اA HEfhVJ&,^fE# r+:$Qb+X{^ζ)!iARH g*Jn R< Ld[Uo>YEQaUdPh-Z9jo`Twvk}Un 4!pZPRnqVU7itkne^Ʌ %AoZ'sI U>z'&Ӄ8zRo |M焌<&cA^=w޹=ڊҶ/hi7zu]guY]you N^tvS*_9-_(Pn[˯ieѩGuµnO=]=Aݝ\3 ~ YPk}P6S?~6J c{ rH+% ꢉ/_{E S X4!4"{Vg( *?bX 'BO@|>n4Q˾ϚʋcS $%rjm0O3H"q -aQFI)rBRLNVFиͽZ|${FC넕i)XЫrQ_ Ó`X&DGD]Et @ kl}ӓ%n}!H#:y{7w~j&ˆw H[@_/rrNKw.+ dO+b(a Ӌ1yRQNOLTNaG =Y An6vٮQC~yR7̇Fu+U+ jii$Z[Z^CAiCyzҎ-:ڝg.ߚ^,&5Q󗌼77%%2"VoՄR`IdPK G,|͜X;5dۃ?gݿz$=<8eF`UsʰRZ&JU,HDRQt ާWvR{I+(u%7x񺍁u>tjt->Ι % ?&ۖoe)%id5/:?G[A(5P[HWװzPqru]1!K&jri/v/aΘeW,ٴX)y5^A'1feiN`m3aН+[A͗#YfC}6{YWu{O>P_2QLl"igq_uƏ~A/j`qоvon { 1]O|}y;zX*NufOF:ۙUF x01A3RmY>\6uCl@{ZF1cR[:Kas GlIF~ $o=8Afpg]ΝswՍǏA (#k@|a+I#8gWf9'hP 3hni^"SQl[* R1 "SAAT8A†nQ 2.2aE~Yv`gJ١|=k:T[17[zsTy.x}nޚ(1w."uR`^"pؿed :tvKGFy*NV6Ngw)?;_W{ww=oxlt#QϷt"74$xĤ%r^5C1"a2<8̦OrÒd$G lw/]9"hiq]Kݳg/kjjZ[ZZ^jlmnj|leM$~sco ͆ɴj5:OeTM}ss}AMbq`D1=/)lP8$YГ˛}ˊKՕG6//eKa<}774"wדyADf9]귽Y9϶V*Z+f"qBmc SXVQvX͘~V 7+Q<Ԋeq3)x~0LkmJK%q|}4E{eTNPoAP[+qVZqZ኶X^IȚ܄T|D/#<(>F>Fl3Y?Jd-1D W=AZ'p$6{ ;?&*n{\K[ .T=}4Ue!sr[/_vL%jGUN BĪRJ9td8/2OCu3ڼ|)Vdm&9c\ʉsp^:[{ : f'M!A6.+M g" bH@I0BN-FDl\88[ 4? ^ &t{Q{J@lCM;䇦,%ՏkĖMK߽thܨS))h^e 6eZF03n5Ђb4N,h7qt`rqM-mR9lz "+Kl U ':W롉(E>cw3xna"%H)3u>%|9Y|cɟNKU `(gSIX3ĪvCި:5Sc$ܝv,y㻿s&+d1AGL0+cѨm7m=fee6L&?-ƫH'mߡ$9 {접NA[7~p,.Sx07o_==?VUt냲 Ѷm6?Ҧxb %櫗犿QýLĆ9.O/vthrXF%spqȨT>{1_50VA"l37o:QVm yg?EVhIQPL%%vx[%<,/JSGX: Ý.(M+_4EgʩEJJ[f 2Tj _ʩ lM,RgW!Վ8z' X0N3 Mr[5gOQ"^ܐήXRR`kh;nji}2KFrB~&P_ 5r)" E~UȒ[$K]AsV lFKL\yqɵm= վgHfNN]Qlj:Cdtw頮j 5$G*b]4gcYwC[>9}v_ڃˀ6|>-O.]gsmRJ"APʑ"%%Ň[ERe^Qr^sWabͳf 1Fz,Y9vۂyL"Bqs\ SA)|I޴`pl ᆱ78[K2҅!%;话<@Gj.sRѡp?? .*XGaA:!0 fTo'c\L&Pv-㤮r!"R &#rgl^JRKxp(xh ù4ӑ nc`cqڬ~v.sȾaa~~_g(>?""ؔ>ˆ1Tn?#:2Mh#,#9vEA9["G1glq-8v6FHwӉls?"BAeX _GMDS(|w?'#98>kA88$`lvfgK+ev*xBJpBԚ)뻙߼8d|+r͎_X]5u_IWN=>8GPU4ce SNY^lqRJbJgo^(hr!hY% lc0[~u~s̔QJSV  enVXIuiƸI[H\/a7~&+gN?cA+z6? \_"kgd%vQ\ÈΎlWHTPb&NTq>9 |)%%)8/i4gf3[$t1##xʓ@ 9 | 63Yz[yX{xJ:HdH4 1I  rbѭvA:A hc7_A  A ^2 򭞞W_~ZOO{J,ꫯo3,?WڣO=~%ÿzn{ _kj[O8PF=o ts~zo[uZzUd \j?o{ 7#?>_DyK Xhttp://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfyK http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfyX;H,]ą'c.Dd ,Tb  c $A? ?3"`?2xތqFVu|(T1`!LތqFVu|( XJxcdd``~ @c112BYL%bpu@Hfnj_jBP~nbC@|@&ی0ͨ [.pc!!#RpeqIj.<E.ΘBP0@*F.Dd ,Tb  c $A? ?3"`?2xތqFVu|(T_`!LތqFVu|( XJxcdd``~ @c112BYL%bpu@Hfnj_jBP~nbC@|@&ی0ͨ [.pc!!#RpeqIj.<E.ΘBP0@*F.Dd ,Tb  c $A? ?3"`?2xތqFVu|(T`!LތqFVu|( XJxcdd``~ @c112BYL%bpu@Hfnj_jBP~nbC@|@&ی0ͨ [.pc!!#RpeqIj.<E.ΘBP0@*F}$$If!vh#vh%:V l t06,5h%yteT$$If!vh#v:V l  t06,5pyteTw$$If!vh#v:V l t065yteT$$If!vh#vh%:V l t06,5h%yteT$$If!vh#v:V l  t06,5pyteT|$$If!vh#v:V l t065yteT $$Ifl!vh#v #v0 :V l 20\:65 50 4alp2yt9$$Ifl!vh#v #v0 #v#v0 :V lu0\:65 50 550 4alyt9$$Ifl!vh#v #v#v0 :V ly0\:65 550 4alyt9$$Ifl!vh#v #v#v0 #v:V l0\:65 550 5/ / 4alyt9$$Ifl!vh#v #v0 #v8#v#v#v0 :V l0\:65 50 585550 / 4alyt9$$Ifl!vh#v #  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^`abcdeftmprquvwxyz{|}~Root Entry F@@o@Data _WordDocumentNObjectPool3.@@_1399102919 F3.3.Ole CompObjfObjInfo  !"#$%&'()*+,-./0123456789:;<=>@ FMicrosoft Equation 3.0 DS Equation Equation.39qK0   e   e 2  FMicrosoft Equation 3.0 DS Equation Equation.39qEquation Native ;_1399102934 F3.3.Ole CompObj fObjInfo Equation Native  ;1TableSSummaryInformation(TK0   e   e 2 ՜.+,D՜.+,h$ hp  Hewlett-Packard Companyh *Third Grade Common Core State Standards Title  8v0 #v:V l0\:65 50 5/ 4alyt9$$Ifl!vh#v #v0 #v:V l0\:65 50 5/ 4alyt9 $$Ifl!vh#v #v0 :V lF 20\:65 50 4alp2yt9$$If!vh#v#v@8:V l4 ;6)v+,,55@89/ / / /  apyte$$If!vh#v#v@8:V l4K  ;6)v+,,55@89/ / /  ap yte$$If!vh#v#v@8:V l4 ;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l41;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4^;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4k;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4 ;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4L;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4Z;6+,,55@8/ / / /  / apyte$$If!vh#v#v@8:V l4 |;6)v+,,55@8/ / / /  ap|yte$$If!vh#v#v@8:V l4  ;6)v+,,55@8/ / / ap yte$$If!vh#v#v@8:V l4k;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4 |;6+,,55@8/ / /  / ap|yte$$If!vh#v#v@8:V l4X;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4 |;6+,,55@8/ / /  / ap|yte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4^;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / /  / apyte$$If!vh#v#v@8:V l4;6+,,55@8/ / / /  / apyte$$If!vh#v#v7:V l4  ``;6)v+,557/ / / / apyte$$If!vh#v#v7:V l4B;6+,557/ apyte$$If!vh#v#v7:V l4;6+,557/ apyte$$If!vh#v#v7:V l4;6+,557/ /  / apyte$$If!vh#v#v7:V l4;6+,557/ /  / apyte$$If!vh#v#v7:V l4Y;6+,557/ /  / apyte$$If!vh#v#v7:V l4 ;6+,557/ /  / apyte$$If!vh#v#v7:V l4U;6+,557/ /  / apyte$$If!vh#v#v7:V l4 ̙̙;6)v+,,557/ / / /  / ap̙̙yte$$If!vh#v#v7:V l4;6+,557/ / /  / apyte$$If!vh#v#v7:V l4;6+,557/ / /  / apyte$$If!vh#v#v7:V l4;6+,557/ / /  / apyte$$If!vh#v#v7:V l4 ̙;6+,557/ / /  / ap̙yte$$If!vh#v#v7:V l4;6+,557/ / /  / apyte$$If!vh#v#v7:V l4U;6+,557/ / /  / apyte$$If!vh#v#v7:V l4U;6+,557/ / /  / apyte$$If!vh#v#v7:V l4U;6+,557/ / /  / apyte$$If!vh#v#v7:V l4;6+,557/ / /  / apyte$$If!vh#v#v7:V l4U;6+,557/ / /  / apyte$$If!vh#v#v7:V l4$;6+,557/ / /  / apyte$$If!vh#v#v7:V l4q;6+,557/ / / /  / apyte$$If]!vh#v#vP6:V l4 ̙̙k:6)v+,,55P6/ / / /  / a]p̙̙yte$$If]!vh#v#vP6:V l4   ̙k:6+,55P6/ / /  / a]p̙yte$$If]!vh#v#vP6:V l4  ̙k:6+,55P6/ / /  / a]p̙yte$$If]!vh#v#vP6:V l4l  ̙k:6+,55P6/ / /  / a]p̙yte$$If]!vh#v#vP6:V l4 ̙̙k:6+,55P6/ / /  / a]p̙̙yte$$If]!vh#v#vP6:V l4  ̙k:6+,55P6/ / /  / a]p̙yte$$If]!vh#v#vP6:V l4  ̙k:6+,55P6/ / /  / a]p̙yte$$If]!vh#v#vP6:V l4g  ̙k:6+,55P6/ / /  / a]p̙yte$$If]!vh#v#vP6:V l4` ̙̙k:6+,55P6/ / /  / a]p̙̙yte$$If]!vh#v#vP6:V l4  ̙k:6+,55P6/ / / /  / a]p̙yte$$If]!vh#v#vP6:V l4w ̙̙k:6)v+,,55P6/ / /  / a]p̙̙yte$$If]!vh#v#vP6:V l4 k:6+,55P6/ / /  / a]pyte$$If]!vh#v#vP6:V l4k:6+,55P6/ / /  / a]pyte$$If]!vh#v#vP6:V l4w ̙k:6+,55P69/ / /  / a]p̙yte$$If]!vh#v#vP6:V l4k:6+,55P6/ / /  / a]pyte$$If]!vh#v#vP6:V l4k:6+,55P6/ / /  / a]pyte$$If!vh#v#v7:V l4 ||;6)v+,557/  / / / ap||yte$$If!vh#v#v7:V l4g  |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4^  |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4 ||;6)v+,557/  / / ap||yte$$If!vh#v#v7:V l4   |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4S  |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4  |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4  |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4g  |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4  |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4  |;6)v+,557/  / / ap|yte$$If!vh#v#v7:V l4 ̙̙;6)v+,557/  / / / ap̙̙yte$$If!vh#v#v7:V l4Z;6+557/  / / apyte$$If!vh#v#v7:V l4;6+557/  / / apyte$$If!vh#v#v7:V l4p;6+557/  / / apyte$$If!vh#v#v7:V l4;6+557/  / / apyte$$If!vh#v#v7:V l4;6+557/  / / apyte$$If!vh#v#v7:V l4;6+557/  / / apyte$$If!vh#v#v7:V l4;6+557/  / / apyte$$If!vh#v#v7:V l4;6+,557/ / / apyte$$If!vh#v#v7:V l4;6+,557/  / / apyte$$If!vh#v#v7:V l4 ̙;6+,557/  / / ap̙yte$$If!vh#v#v7:V l4;6+,557/  / / apyte$$If!vh#v#v7:V l4;6+,557/  / / apyte$$If!vh#v#v7:V l4;6+,557/  / / apyte$$If!vh#v#v7:V l4;6+,557/ / / / apyte$$If!vh#v#v7:V l4 ``;6)v+,557/  / / / apyte$$If!vh#v#v7:V l4g ` ;6)v+,557/  / / apyte$$If!vh#v#v7:V l4^ ` ;6)v+,557/  / / apyte$$If!vh#v#v7:V l4 ` ;6)v+,557/  / / apyte$$If!vh#v#v7:V l4 ``;6)v+,557/  / / apyte$$If!vh#v#v7:V l4  ` ;6)v+,557/  / / apyte$$If!vh#v#v7:V l4S ` ;6)v+,557/  / / apyte$$If!v h#v#v#v#v8#v#v#v :V l t09, 55558555 / yte%kdZ$$Ifl l^<"R&0*.1598 t09((((44 layte $$If!v h#vh#vp#v#v#v8#v#v #v :V l t09,5h5p555855 5 / pytelkd]$$Ifl l^<"R&0*.159hp8 t09,,,,44 lapyte$$If!v h#vh#vp#v#v#v8#v#v #v :V l  tP09,,5h5p555855 5 pPytekda$$Ifl l^<"R&0*.159hp8  tP09,,,,44 lapPyte$$If!v h#vh#vp#v#v#v8#v#v #v :V l  tP09,,5h5p555855 5 pPytekde$$Ifl l^<"R&0*.159hp8  tP09,,,,44 lapPyte$$If!v h#vh#vp#v#v#v8#v#v #v :V l  tP09,,5h5p555855 5 /  pPytekdbj$$Ifl l^<"R&0*.159hp8  tP09,,,,44 lapPyte$$If!v h#vh#vp#v#v#v8#v#v #v :V l  tn09,, 5h5p555855 5 pnyteFkdo$$Ifl l^<"R&0*.159hp8  tn09,,,,44 lapnyte$$If!v h#vh#vp#v#v#v8#v#v #v :V l  tP09,, 5h5p555855 5 /  pPytekd?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Oh+'0S   , 8 DPX`hp,Third Grade Common Core State StandardsWCPSNormaltemp2Microsoft Office Word@@άU@@ef@@ef(6GtRuw 2)!) !)A (R۶fېffffffff۶fېff::ې:۶f::ې:۶f:ff:fې:۶f:۶f::ېf:fېff::ېf:fېf۶f:۶f:۶f۶f:fff۶:f:f:f::ېf۶f:۶f:ff۶::::ff۶ff۶f:fې:۶f:::f۶f:۶f:۶f:f:fېf:fېf۶f:۶f:f:۶f:۶fff۶:ffffې::۶f:۶ff::۶f:f:fې:۶ff::::ېf۶f:ff۶f::ې::ې::f:۶f:ff۶f::::۶f۶:f۶۶۶:f:f۶۶۶۶۶:f:f۶۶fffېffff۶:۶fff::ې:ff:fې:۶f۶::::۶f:fې:f::ېf::f:fې:۶ff:fېf۶f::::۶f:۶f:f:۶f::ېf:::::۶f::f::::۶f:ffff:fېf::۶f:۶f:ff:ې:::::f:۶f::ې::f:۶f::ې:f:fې:::::ې:۶f:۶f:f۶:f:fې::f::ې:۶f:۶f:ff::۶f:۶f:f:۶f:f|:f:{:ې::f:۶f:f:fې:ff:fې۶۶:۶f:۶۶:ې:۶۶۶:ې::ې::ې:fffff::f:f:::::f:f::ې:f::f::f:ff::f::f::fff:f::f:ې:ff::f::f::ې:f:::f:ff:fff:ffffff::f::ff::f::f::f:ffff:fff:f:ff::f::f::f:ff:f:::ff:ff::f:::::f::fffff:f::f::ff:ff:::ېff:f:fې:f۶f::::۶f:f::f:۶f:۶f::f:۶f:۶f::ې:f:۶f:۶f::ff۶:fېf:f:fې::۶f::::ff:f::::::fې:fff:f:fې:ff::ffff::ffffff:::ff::ې:fې:f::f:ff:ff:ffff:::fff:ff:f:fې:ff::ffff::ff:fff:f:::ff:f::ffff:f:ffff:fې:ff:f:fې:f:fېfffff::ې::ې۶fffffffېfېffې:f::::ff:fې:f::ې:۶f:۶f:f:۶f:۶f:f۶fffffffې۶ff۶fې:۶f::ې:۶f::::ffff:f۶f:۶f::f::f:ې:f:f::::۶f:fې:fېf۶f::ېf::f:۶f:f::fff:۶f::ff:ff::۶f:ff:f:f:ff:fې::ېf:ff:۶:ffff:fې:۶ff:::ې::ff:۶::::f:f۶f۶f:۶f:۶fff:::ff:::۶f::::f:fff:f:۶f:۶f::::f:ff۶:۶f:۶f::::ffff:f۶f:۶f:f::ې۶۶۶:fې:ې:۶۶:f۶۶:::ې:ffffff۶f::ffې::ffff:ېf:fff:ff:ff:f::f::f:ff::f::f:fff:fې::::f::fffffff:fff:f:::f:::f::fffffې::۶f:f::fff:fېf۶f:۶f::ې:۶f:::::ې:۶f:۶f:f:fې:۶f:::::ې:fې:f:f:f::۶f:۶f::ې::::۶f::ې*f::ېf۶f:۶f:۶f:f:۶f::::ff۶ff:f۶f:۶f::ې::::۶f:۶f:۶f::ې:۶f:f:fې::::۶f:۶f::ff:۶::::۶f:ff:fffff۶ff::f:f::::f::::fff:fffffff:fffff:f:ېfff:::f:::::fې::f:fې:ff:ff:fې:ff::ffff۶f:fې:ېfې:ېff::::f:f::ff:::f::::f:f::f:::ff::::f:ېfېf۶ff:f::۶:۶fffff::fff:f:f۶f:ff::ffff::::ff:۶f:f:fې:۶f:۶f::ې:ff:fې:::::::۶f:۶f:۶f۶:۶f::::ffff::۶f:۶f:f:۶f::::fff::ې:fې:fff:f۶۶fې:fېf:ې::::۶f:fېf۶f:۶f:۶f::::۶f:f:fېf:fې:fېf:ې::::۶f:fېf۶f:۶f:f۶f:f:ff:ېf:::f::ې:۶f:۶f:f::ېf:f:::::۶f:۶f:(:۶f:۶ff::::::::۶f:۶f:۶f:۶f::ې::::۶f:۶f:۶f:۶f:۶f::::ff۶f::::۶f:۶ff::۶f:۶f::::۶f:۶f::ې:::::::۶f:۶f:۶f۶:۶f::::ffff:۶۶۶۶:f:::ې:f:۶f:fff:f:f:::ffffې::ff::f::::fې:ff::f::f:f::f::ff:fffffffffff:::f:f::ې::ff::f::::fې::f:f::::fېff::ff::f::f::f:ffff:::f::f::ffff:::ffff:::ff:ff::f::ffffffې::f:::ff::f::f::f:ffffffffff::::fff:ې::۶f::ېff::f:f:fې:۶f:fې::ې::ff:۶:۶f:۶f::::ffff۶:۶ff::f::ېf:fffffې:::::ff::ې:::::fې::ې:ff:f:fې:f:fffffffې::f:::::ff::ېff:fې:f:ff::ې:f:ff::fff:fffff:f:ff::::f:ff:fff:fffff::::ې::::::fې:fff:f::f::fff:fff:ffffې::f::fff۶۶۶:fېfffffff::::f:ffېfffff::fff:ff:ېfffffېff:fېffffffې:fff:۶:::ېff:f::f::fff۶f:f::ېff:ffffff:f:f::f۶ff:f:ffff::ff:ېf:f:::ffff:::::::::::::ff::ې::f:ffې::ې::ې::f۶fff:::::ffff:f۶f:f:f:f:f:fff:f:fffff:ې:ff:fffff::f:۶fffffff:f:ffff:f:ff:fff:::::ffff::ې:ffff:f:ffff::::::۶ffffې::f::ې::f:ff:ff:fې:fې::f::ff::ې:ff::fffff:::f:fې::ې:ff::::f:f:::f::ېff::ff::ffې:ېfېېېېfېېfېېېې:::ې::ې::ې:f::ffffې:ffffې:ې::f:ffff::ې:f:۶::ff:ې::f::::f::ffې:f::f::::::f:::::f::f::::ff::fff:f:f:f::f:::f::f:ff::f:fff::::ff:ff:::f::::f:ff:fffff:ffې:fff::f::f:::fff:fې:f::ff:ff:f:ffff:f::ff:::ff::::::f۶f:f:ffffff:ff:f:f:ffff:ې:::f:f:f::f::::۶f::f:ffېfffېff:fff۶f:f::f:ff::::ې:fff:fff:fې::ffffff۶f:ff::ffff:f:f:f:ffې:ff:ffffې:fff:f:f:fffff::::ې::f:ffffffff:f:ffff:f:ffffff:fې:f:ffffff::ff::::f:f:ff:::ff:ffff:ffېfff:fې::ې:fې::f:::f:f:::ff::::f:::ff:::ff::ې:ېffې:ffff::fff:fffffffff:ffېېېېېf:fېې:ffffېfffff:f:fff:fffff:fffffff:fffff:ffffffff:ffff:f:ffې:ې::::f:ff:f::f:ې:f:::f:f:ff::::::f:::f:fې::::f:f:fې:fې:fېf:fېې:ې::ې::ې::f:ff::f:f:ې:ff::ffff:fff:ff:::fffff::f:ff::ffff:::ff:ېff۶::ffff:ff::fff:ff::f:ې:::f::::ff:fېf:ff:ېf:::ff:ff::f:ff::f::f::ې:::fې:f:ff:ffff۶f:|:{::f۶f:f::f:fff::f:ffffffffff:f:f:fffff:f::f۶f:f:f:f:f::ff:::ff:fېf:fff:f:::f:ff:::::ffff۶ff:f:fffffېff:fffff:f:ffffffff:::ffff:f:fېfffffې:ff:ffffې::f:fې:fff::fffffffffې::ېfff::f:ffff:ffff::ffff::ffffېf::::f:::::::fې:ېf:fې::ې:fې::ff:::fff:ff:ې:ff::::f:::f:fې:::ffffff:fې::ې:fېf:ffff::ff:ffff:fff:f:ff:ffff::f:::::ffff:::fffffffff:fېf:ېېېf:ېې:ې::::ې::ې::f:۶f:::fff:::f:::ff::::ffffff:ff::ff::ffff::ffffې:fff:ff::f:f::f:f::::f:ې:::f:ff:ffې::ېf:::ff::fېff:fffffff:ffې::f:fff:ffff:ffff:::ffffff:::::ff::f:fffffېff:ffffې::ې:f:fff::ffffff::fېff:ffff:ff:f::ېff:ffffffffff:::ff:ff::ېff::::::f:ffې:f::f:::f:fffff:ffېfېf:::f:f::۶::ff:fff:f:f:fffffff:ffff::::ffffff:ې::::::f::::f:fff۶::f:f::f:f:ffffff:f::f:::f::ffff::::ff::f::ffff:::ff::f::fff::f:ff::fff::ې:ffff::f:fffې::ffېff:fffff::f:ې:fffff:f::ff:f:f:f:ffff:f::f::f::f::ff:f:f:f:::f::ff::f:ffffff:fffffې:ffffffې::ې:ff|::{f{fffffffې:fff:f:fffff:::::fې:fffff::fff::f:ff:ffffff:::ffff:fffffffff::f:ffff::f:fې:ffffې:ff:f:fې:ff:f:fې:ff:::f:ffffffffې:ff:f:fې:fffff:f:ېffffې::ې:ffېff۶fffېffffff:f:ې::ې:fffې:ې::ې:ffff:f۶f:۶fff::f::fffff۶f:fېf:f:ff:ې:::۶f:f:ffffې:f::ff:f:f:fff::f:fffffff:ېf:ff:۶:۶f:f:ffffې:::f:f:۶ffffffff:f:fffff:fې:ff:ff::::ff::fې::ې:fېfffff:::ffېf::f:f:ff:ff::fff::fff:ffffff::::f:fې::ې:ff::::ffffff:::ffېffff:f:ff:ff::fff::fff::f:ې:f:::f:ff::fې:ېf:ېffېېfېېffېېfې:ې::ې:fffې:ې::f:ې::f:ې::f:ې:fffېfffff:f:ff۶ffffffff:ې:::ff:ff:fff::::fff:ff::fff:ې::ff:fffff::۶f::f:f::۶f:ffff::f:::::ffffff::f۶ff::f::ffffff:::fffff:f::ې::f۶f:۶f:f:ffffff::ff:ffې:fffff:ff:::::۶f::f:ffې:ې:ffff:f:f:f::fffffff::f:ff:f:ff:f::ې::ې:ff:ې:ff::ffff:ې:ې:f:ffff:::f::::::f::fff:ff:f::::f:fې:fې:fff:ffffff::fffffffې:ff:::f:ې:ff::::ff:ffېff::ff::ff:ې:ې:fې:ffffېf:fې::fffff::f:ہffېfff::f:f:fې:fffې:ې:ff::ff::fffېf:f:::f:f:ff:fffff::fff*(fېfff::ffff:fې::ې:fې:ffff::f:::ff::f:fېېfېېffېffېfېېېfېېېfff:ff:fېېf:ېېې::ff:fېې:::::ې:fffې:ې::f:ې:ff::f:ff::::::f::ې::ff::ff:::ې:2f{Q:::f::f::::f:ې:ff::::f:f::fff::f:ff::ff:ff:ff:ff:۶ff:ff::f:ې::::f::f::::f::::ff:::f:ff::f::fXf:ffff:f:ff::f::f::ې::ff:f:::ېf:fff:fff:ff::f::ffffff:۶f:ې::f:fff:f:ffff::f:۶f::f:ff:۶f:ff:۶f::f:ffېffffff:fې:ff۶ff:f:fffffېffffff::f۶f:::f::ff::ېfff:f:f:f::f:f::fffې::ې:ffffff::::f:f:fff:fff::f::::ffff:f:f:f::fff:fffffې::::::fې::(*ې:ff::ffff::ffff:fff:ffffffېfff::ې:fې:f::::::fې:fffffff:fې:f:f:ff:fې:f:::f:fې:ffff::f::ffff::fffff:ې:fې::f:ff:ffffېfېېېېېېېf:::f::f:ff:f:ff:fېfېffېfff:::fff::ې::::::ې:ff:f::::f:fff۶::f:f::f:f:ffffff:f::f:::f::ffff::::ff::f::ffff:::ff::f::fff::f:ff::fff::ې:f:::fffېfffffffff::f:fff::f::f:ff:::f::f:f:ff۶:fff:ff::f:fff:fې::f:::fff:f::ff:f::f::::::f::f:ff::::ff::f::f::ې:ffffې:ffffffې::ې:ff|::{f{fffffffې:fff:f:fffff:::::fې:fffff::fff::f:ff:ffffff:::ff:f:ff::f:f:ffffې:::fffffff:f:fff:f:fې:ff:ffffffې:ff:f:ff:f::۶ffffff::fffff:f:fې:f:ff::ffff::ff:ې:ffېff۶fffېffff:ې::ې::ې:::ff:ې::f:۶f:::ffff::f:fffff::ff:ې:::ff::f::f:f:::ff::f::f::ې:f::f:f::::ff:ff:f:f۶::::fff:ffې:f::::ff::f:::::f::f::ې:fff:ff::f:ff:ff:ې::f:::f::fffffff:fffې::f::ffff::ff::::f::fې:f:ff:ff::::ې:fې:f:fffffff:fې:ff:::fېfې:ff:f:f::۶f::ffff::fffffffff:ېff::::f:f::ff:::f::::f:f::f:::ff::::f:ېfېf۶ff:f::۶:۶fffff::fff:f:f۶f:ff::ffff:::::ffffې:ې::ffffې:f::::ff:ff:f:fffffff:f::ې::f:fff:f:fff:ffffff::f:ff:f:::::::f:fff::ff:ffېfff۶ffff:f:fff۶fff:ff:ffffff:ffff:f:::ff:fffff:۶fff::f::ffffffff:fffff:fff:ff:::::fffff::f:f:fې:fې:f:ff:fff:::f:::ff::fffff::::ff::ff::ffff::f:f:ff:::f:fې::f:ff:::f:::f:f:fې:ffffff::::f:ff::::ff::fې:fېffېf:ېېېf:ېېf:ې:::ې:f::ې::::ې::ې:f::fff۶ffff:fې::::f::f::::fې:ffffff:ff:ff:f:::ې:f:f::::::fff:ې::ff:::f:ffې::ff::f:fff::ff::f::f::ې:f:fff:ff:fffffff:f::ff::f::f::ې::fې:::f::f::::::ې:fffff:ff:::::f::fې:ffffff:f:f:ff:f۶::::f::f::f:f۶:ff:f:::f:f:::ff::f::f::f:ffېffffffffff:::fff:ې:fff:::::ffffffff:f:ff::ېfې:f::f:ff:f:ffff:f:ff::f:fې::f:::ېf:ff:ffff::f:ffffff:ې::f:ff::ffff::fff:f::::f:::ff:ff:fff:ffff::ff::ېfffff:f::ff:::::f:fff::ېffff:ff::fffffffff:f:ff:ffffffff:fې::f::fff:fff:fffffffې::f::ffffffېffېffېfېfff::::f:ffېfffff::fff:ff:ېfffffېff:fېffffffې:fff:۶:::ېff:f::f::fffېfffېې:ې::fffffې:f:ff::ff:ffff::f:fff:f:ff:fff۶f:fffff::f:ff::f:f:ffffff::::f:ff::::f::fff{|:ff:ff:۶f::f۶f::fffff:f|:::{ff:::f:::ff::ff:::::f:fff::f::f:X:{fې:f:ff:ffffff:::f:::ff:ff:fې:f:::f:::ff::::::f::ffې:f:ff::ff:::ffېfffffff:f::::f::::fff::ې:f:ffff::fffff:fff::f:fې:fېf:fې:f:ff::ff:::fff:fff:fff:{|fېffېfېېfېېېf:fffې:ffffېfffېfffېfffېfffېfffېfffېfffېfffېfffېff::f۶fX:fff::f::fff۶f:fې:f:fff::f::fffې:::f:fff::f::f۶ff:f::::fff::::ې::f::ff::f::fffې:::f:f:ffff۶f:ffffffff:۶f::fffff:f:ff:fffffff:fff::f:fffff::f::fffffff::::f:fff:f:fff:f:fffff:f:ffff:ffff:f:X:ff:f|f::{:::ff:f:ې:fې:fffI(f::ff::::ff::ffې::ې:fېf:f:f::f:ff:::f:::f::::ff:::f:ffې:ff::fffff:f:ېېff::::f:f:f::f:ff:::f:::f::::f:ff::ffې:f:::fې:::f:fې:f:::f::fI::IIIf:f:f::ff::::::ff::::f:ff::ff:::ff:::ff:ffې:f:::ې:fff:f:::f:f:fې:ffff:::fff:f:fېfېېېf:ېېېېffېېېېېfffېېېېېfېېېېېې:f:f:fff::ffffېfffېf:ffې:ې:fffېff:ې:fffffff:fff:f:fff:ff:fffffffff::f::fff۶f::ېfff:۶fff::f::fff::f:fff:f:fffېff:fې::۶f:f۶f:f::ff::fې:f:fff::f::ffff::ff:fې:f:ff:f:::|f:{ffff:ff::f:ff:f:f::f:ffffffff::::f:::fff::f::ffffff:f۶ffff::f:ffffff:::fffff:ې:fې:f:::::ff:::ې:ffffff::f::ff::::fې::ېfېf::f:ff:::f:ffې:fې::fې:ff:::fff::ff::ffff:::۶f:f:ffې::f:fff::ffې:ې:fېf:f:f::f:ff:::f:::ff:fff:f::ff::fff:ffXff:ې::ffېffff:::f:ff:f:f:fې:ffff:f:ff::ffې:f::f:::ff::::ff::ffې::ې:ff::ff:::f:fې::ې:ff::::ې::ff:::ېfېېffېf:f:ېfffېېf:fff:ېېېېېffېfېېfېېېf::ې::ې::ې::ې:fffې:fff۶f:f::f:fff۶::ffff::f:::fffff::f::f::f:ffff:fff:f:ff::f::f::f:ff:f::ې::::f::ff:::f:ff::f::fff:fې:f::f::f:fff۶::f:f::f:f:fff:ff:ffff:ff:::f::ffff::::ff::f::ffff:::ff::f::f:ffېfff::f:ff::fff:ې::۶f:ffffff:ffff:fff:fې::f:ff:f:::ff:fffff:fffff:f:fffff:fې::f:ff:ff:ffff::fff:ff:f:fې:ff::ffff::ff:fff:f:::ffff:f:f:fې::::::fې:ff::ېff:fffffffې::ې:ff|2:{XQff::f:f:f:fff:f:fffff:::::fې:fffff::ffff:f:ff:ffffffې:fې::*:f:۶f:ې:f:::f:ff:fff:ېېff::fff:ff::f:ې::ffې:fffېfffېffېfې:ې:ې::f:::ff::f:::::f:ffېff::f::ffff::::f:f:f:|::fff::ff::::f:ې:fff:ېfېfff::ff:fff:f:f:ffff:fff::fff:ffffېff::ffff::ff:ff:::::fff::ffff۶f:ې:ffېff:ffffff:f:f::f۶ff:f:ffff:::۶f:ff:f:::ffff:::::::::::::ff::ې::f::ېfې:ې::::ffffffffffffffff:f:۶::f::ې:ې:ff:f:::ې:f:f:f:ff::ff::f::f::f:::f:ff::::ff::ېf::fffff:f:ېfff:fffff:::ff:fېfېffff::fې::fffffffff:f:::fffې:f򢡤͠:ې:::ېff::ېffېffې:ff:۶f:ff:۶f:::ff::ff:::ې:f:f:f:f::f:ې::ې:fېff:۶f:f::ffff::ې:fې::ېf:ff۶fff:f:f:۶ff:۶f:::f:ېf:f۶f:f:۶f::ې::ff:fېfff::fېfffې:fff:fې:fېf::::::fېf:f:::fېfff:fې:f:f:f:::fff::ې:fې:ffff:fې:۶f:f:fېff۶fff:fې:f::۶f::::::f:fېffې:::::ff::ې::::::::ېffېf:::ې:۶f՛éʰ۶fff:f:fېf:f:::fff:f:::f:::ff:::::::ff:ې:fې:fffffff:ېff:ې::ff:f:fې:ff:::fېff:f:ې:ffffې::ې:::f:f:ېffffff::f:۶f::f:f:f::ې:f:ېϽkoѾȸȷѨf::::ې:::۶ffff::ېff:fې:fې::ېffff:fېffff:f:f:fϒ̿ɹüɺóᕹꗽǹŶȶٰɷ:::fffې:fې:fې::fffې::fff::fff:::fffffې::f:fff:ې:fې:::::ې:ff:f:f:::ff:::::ffې::ې::ې::ffې:ff:f:f:ff۶ffffff:fff:ff:::fffff:fffې:ffͺ̾Ʒ˼Ķff:۶f:f:f:۶f:۶ff::۶f:f:f:۶f:f::f:fې:ff:f:f:۶f::ېf:f:fې:f۶ff::f:fff:f::::ېf:f:fې:ېf۶ff:f::۶f:ې::۶f:ې::۶f::::ې:f:::ff:ې::f:ې:f:f:f:f:fې::ې::f:ff:ŭϼffff::fffffffې:ffff:::fff::f::::::ې:ffff::fff:f:ې::ffffffې:ffffffې::ff:f:ې:ې:fffff::ffff:ېffff۶f:ff:ېf:fffff:۶f:f::::ff:::::::::ې::۶f:fffffffffѹ⿺ý»ܛoff:ffff:ې:f::fff:ې::ffېfff::ffffff:fɺƵ®̽_›uîefې:fې:f:ې⮩ȹ̿Ʒʹfې:ېffff:ff:ff:f:::ې::fff:ff:ff:ff:f::fې:fې:f:::ff:ې::ې:fې:fff۶:fff:f:::fff:::ېf::f::ff::f:ې:ff:::::f:ې:fff::f:f:f:::f:fff:fې::۶f:f:۶ff::f:ffff::ې:f:ff:ff:ff:f:f:ff:ې::f:::ې:fff:fff::::::f::f::۶f:۶f:::ff:ېffffff::f:::f::::۶ffff:fff:::f:fffffff:f::::::fffff:fffffې:fff:fff::fffff::f:ff:ېfffffffff:f::fffff:f::f:fff::f@ _PID_HLINKSA N2~-?http://www.ncpublicschools.org/accountability/testing/eog/mathl/!Ohttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/ccsso.pdfOZihttp://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade6.pdf/460716250/CCSSMathTasks-Grade6.pdfEVihttp://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade7.pdf/460716188/CCSSMathTasks-Grade7.pdf" phttp://aplus.ncdpi.wikispaces.net/file/view/ReferenceGuide_8th_grade.pdf/369680166/ReferenceGuide_8th_grade.pdf" phttp://aplus.ncdpi.wikispaces.net/file/view/ReferenceGuide_8th_grade.pdf/369680166/ReferenceGuide_8th_grade.pdf1http://maccss.ncdpi.wikispaces.net/Middle+Schoolto\http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/crosswalks/math/grade8.pdf{o \http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/crosswalks/math/grade7.pdfyu Xhttp://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/8th.pdfvuXhttp://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfAAhttp://www.ncpublicschools.org/acre/standards/common-core-tools/EIRhttp://www.ncpublicschools.org/docs/acre/standards/common-core/standards-k-12.pdf  F Microsoft Word 97-2003 Document     ^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH DA D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List 44 -yVHeader  !4 4 -yVFooter  !H@H 6P Balloon TextCJOJQJ^JaJ:U`!: +[v Hyperlink>*B*^Jph@@2@ 1, List Paragraph ^FV`AF QFollowedHyperlink >*B*phfoRf jDefault 7$8$H$1B*CJOJPJQJ^J_HaJmH phsH tH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] }$EJ> 8 hwzT{"S$')_+-2W8<jAEMQVx[*_6e mqRsywԊh؟1ޫɬʵָ X7q"c.#_ Jq.b +=i  #)05;@DJNQTY[]adi k")C,819m@JNV\raip v!HJ'Huɵʵ$\ֶ@]׸,Z[9s/b[Noa>xm/JP9 YKux G7D   t "iS'    !"$%&'(*+,-./12346789:<=>?ABCEFGHIKLMOPRSUVWXZ\^_`bcefj#uUJE~D iSBn)GG!!!||||||bvxeXXXXXXXXXXXX:::X?"$6"[yU|ZI$Դv"$Ee]ՕVA2$TxZҢNH;/zC@t(  b  S *A" R#" `?b  S 'Aa H#" `?h  c $G6A? #" `?B S  ?!!)j t@3D'9,TnW9(T _Hlt426015188 _Hlt426015189 _Hlt424803727 _Hlt424803728 _Hlt328054334 _Hlt328054335 _Hlt327312781 _Hlt327312782 _Hlt327337229 _Hlt327337230!!$$  &&>>@@@@@@@@@ @""%%''??{|}~9*urn:schemas-microsoft-com:office:smarttagsplaceB*urn:schemas-microsoft-com:office:smarttagscountry-region `@ d)l)3388EEGGLLLLNNNNNNb[o[>mAmj}m}!,,/נ٠ݬcjry/2:?adlqAE Y] uy AEͷѷrvy!&(*68RW   N R   G K QX[]bcdd XYTUHIUXst LN !{$|$EET Tiiyy,-./[CCQX[]bcdd {|XYTUHIJJGwst !)+EIS}!!{$|$EET Tiiyy,-./[CCQX[]bcdd {|XYTUHIJJGwst !)+EIS}!!{$|$EET Tiiyy,-./[CC  ,~m ʠ;R&ISuL/,;2:ZW,IȐHTBVMT@<}ZMb[hh^h`CJOJQJo(*hH^`OJQJo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH808^8`05CJ4^JaJ4o(.^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J.hh^h`CJOJQJo(*hH^`OJQJo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoP^P`OJQJo(hHhh^h`CJOJQJo(*hH^`OJQJo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoP^P`OJQJo(hHhh^h`CJOJQJo(*hH^`OJQJo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoP^P`OJQJo(hHhh^h`CJOJQJo(*hH^`OJQJo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoP^P`OJQJo(hHhh^h`CJOJQJo(*hH^`OJQJo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoP^P`OJQJo(hHhh^h`CJOJQJo(*hH^`OJQJo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoP^P`OJQJo(hHhh^h`CJOJQJo(*hH^`OJQJo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoP^P`OJQJo(hH ~m;VMT&IW,IHT uL/2:<}Z Rbx~                          Rbx~        Rbx~        Rbx~        Rbx~        Rbx~        Rbx~        Rbx~           c^vk 3KgS$ !R u\ a2 &[w gY=3j`2^53[# !^u`T@>!05 r } C!H^!B":#+$H%Sq%v~%v&S*'*1, ~,rA-G-.<.F/a/ 0w90kH0n2)3x2349k4 5x5ue9:l9 =e=zN>q>?@HH@JL@Y@A~{AC'COgCg{DEeEe2F|FHHfI8UJ;zK'NMVN.OMO}OTARL SeT/CV-yVPXK[y[=\R\fS\`]i^w_&I`mm`9akb]codg2eWf}f,pg: h_#i Kik@nVni_op rRsu3 ug)uYau+[v x@xJ{x$z0<{\}o~,\I1Q^`>@L:yb$hi@hR[BrmwYcC*)Iz i}Y02x%]Bg,%aaDGnYqHJ 06;iB69P`Hti)oz.*FJ.4iald-p6P9; "JQaEG $jF(vJ/} A}{E\[,wAIZe L`[\?z56Wd?DN#_1/Zg0?>+` QnNVgq@9 9 9 9 L@@@@Unknown G*Ax Times New Roman5Symbol3. *Cx ArialY Univers-CondensedOblique7.@Calibri7Georgia5. .[`)Tahoma?= *Cx Courier New;WingdingsA$BCambria Math"qhk8k8qk8(6(6@ 4hh2QHP ?TAR2! xx )Third Grade  Common Core State StandardsWCPStemp4         MSWordDocWord.Document.89q