ࡱ> lnghijk@ Kjbjb hh{8l lDl88l, \](( B    >:x:  R i&DD, ,   OSPI Winter Conference January 2004 Acknowledgements Thank you to all of the people who have given considerable time and effort to this document. In particular, the following groups spent countless hours discussing, researching, and meeting in an attempt to get it right. This was not an easy task and certainly required great sacrifice and commitment. Drafting Team: Bob McIntoshformer Mathematics Curriculum Specialist OSPI Katy AbstenOlympic ESD 114Debbie BlodgettMt. Adams School DistrictRebecca CampeauClover Park School District/St. Martins CollegeLaura CarpinoZillah School DistrictKimberly DennisSpokane School DistrictAdrienne DonaldsonEvergreen School DistrictDarci DownsHighline School DistrictJeff HaneganCheney School DistrictTrina HendricksonNorth Thurston School DistrictPatricia HerzigBremerton School DistrictLinda KruminsSeattle School District Katherine LumCamas School DistrictPatricia NobleMathematics ConsultantSue SeiberIssaquah School DistrictKaren StrainWhite Salmon Valley School DistrictRobin WashamPuget Sound ESD 121James (Stormy) WeathersMedical Lake School DistrictClayton WilliamsPeninsula School District Consultants: Barbara ChamberlainOSPI consultant Sandy ChristyYakima School DistrictKaren CockburnSpokane School DistrictWilliam KringEvergreen School DistrictAnita LengesSeattle Public SchoolsVirginia StimpsonUniversity of WashingtonJohn DosseyFormer NCTM PresidentMary LindquistFormer NCTM PresidentSteve DePaulMath Helping Corps OSPICathy TaylorAssessment Director OSPIBev NeitzelMathematics Assessment Manager OSPIKathy DornheckerMathematics Assessment Specialist OSPIRobert HodgmanMathematics Assessment Specialist OSPIRick JenningsMathematics Curriculum Specialist OSPI Debbi HardyCurriculum and Instruction Director OSPI The Grade Level Expectations (GLEs) in Mathematics Grade Level Expectations (GLEs) represent proficiency standards for students at each grade level. These expectations help define the Essential Academic Learning Requirements (EALRs). Each GLE contains: a statement of cognitive demand, the essential content or process to be learned and evidence of learning. The evidence of learning is a bulleted list of student demonstrations that provides the teacher with common illustrations of the learning. In the expectations there are a varied number of evidence bullets. Teachers are encouraged to seek additional demonstrations of student learning. In the seventh grade example below, the single underline identifies the cognitive demand as understand and apply. The double underline identifies the essential content to be learned: the procedures for determining the probabilities of multiple trials. The number in the first column can be thought of as 3 separate numbers, separated by periods as in an outline. In this example, 1.4.2, the first number identifies the EALR (EALR1 - the concepts and procedures of mathematics). The second number identifies the component (1.5 Statistics and Probability). The third number identifies the expectation number under the component (1.4.2- Understand and apply the procedures for determining the probabilities of multiple trials.). The identification of grade level is not included in the numbering system. In the example below, there are six evidence of learning statements, which follow in the bulleted list. Notice that the expectation is italicized. This signifies that this is an indicator that can be used to develop WASL items. If the evidence is italicized, it indicates that this is an indicator used to develop WASL items. For those Grade Level Expectations where WASL items have been developed, at the end of the bold GLE statement, there will be a W. The W means the expectation is WASL eligible. Grade 71.4.2Understand and apply the procedures for determining the probabilities of multiple trials. W Calculate the probabilities of outcomes. [SP, RL] Calculate the probability of an event given the probability of its complement. [SP, RL] Identify or explain why certain outcomes are more (or less) likely to happen than others. [SP, RL, CU, MC] Determine, interpret, or express probabilities in the form of a fraction, decimal, or percent. [SP, RL, CU, MC] Predict the probability of outcomes of experiments and test the predictions. [SP, RL] Predict the probability of future events based on empirical data. [SP, RL] The GLEs, however, are not intended to represent an entire mathematics curriculum for a given grade. There will be areas that will require earlier development so that proficiency at a given grade is possible. Further, once a concept or skill has been defined as an expectation, that concept or skill is expected to be reinforced in subsequent years. There can be no doubt that the mathematical processes (EALRs 2-5) are critical in the mathematical development of each child. In order to guarantee that students have experienced these processes, the GLEs from EALR 1 (commonly referred to as the content strands) include references to where the process standards might be included. Conversely, the GLEs for the mathematical processes in EALRs 2-5 include examples using the content strand GLEs from EALR 1. Either (content or process) used in isolation will not allow for the development of a mathematically proficient student. Many questions on the state-wide assessments (WASL) require a student to use the mathematical processes along with the content. It is the combination of these that give students mathematical power. Since both are what empower students, and since both are used in the assessment, teachers are expected to use instructional practices that provide opportunities for students to experience both on a regular basis. References and Notations within the Grade Level Expectations In many instances, the EALR 1 Evidence of Learning statements contain a bracketed abbreviation at the end of the statement. This is to suggest where the process standards might be incorporated to allow students to learn and practice the processes of mathematics. (For example, 1.1.1 at grade 6 states: Represent and identify integers on a model (e.g., number line, fraction line, or decimal grid). [SR, CU] This suggests that this grade level expectation provides opportunity to incorporate both Solves Problems and Communicates Understanding. These abbreviations are: EALRAbbreviationDescription2[SP]Solves problems3[RL]Reasons logically4[CU]Communicates Understanding5[MC]Makes ConnectionsEmbedded in the GLEs of EALRs 2-5 are cross-references back to the GLEs of EALR 1. That is, if an Evidence of Learning statement from EALR 1 is included, it is referenced with the three-digit GLE number from EALR 1. In most cases, these statements are slightly revised to focus on the expectation for the specific process. In some cases, a particular example is carried through all the components of problem solving or reasoning. This is done to give teachers a sense of how they might use a type of problem to reinforce the processes. It is not meant to imply that these are the only ways that students would demonstrate the learning. They are provided as examples. 1.1 Understand and apply concepts and procedures from number sense.Grade 6Grade 7Grade 8Number and Numeration 1.1.1Understand the concept of integers as the set of natural numbers (1, 2, 3 ), their opposites (-1, -2, -3 ), and 0. W Illustrate integer values using models and pictures (e.g., temperature, elevators, net worth/debt, riding a bus or subway). [CU] Represent and identify integers on a model (e.g., number line, fraction line, or decimal grid). [SP, RL, CU] Apply number theory concepts to rename a number quantity (e.g. Four, 4, 4.0, 8/2, 2x2, 6 2). Apply rules of divisibility to show if a quotient is an integer. [SP, RL] Explain the meaning of integers and give examples.Understand the concept of rational numbers (integers, decimals, fractions). W Demonstrate understanding of the concepts and symbolic representations of rational numbers including integers. Create a model when given a symbolic representation of a rational number. [SP, RL, CU, MC] Write the rational number when given a model (e.g., number line, area model, situation, diagram, picture). [SP, RL, CU, MC] Identify and convert between equivalent forms of rational numbers (e.g., fractions to decimals, percents to fractions). [MC] Identify prime, square, or composite numbers. [CU] Explain the meaning of rational numbers and give examples.Understand the concept of rational numbers, including whole number powers and square roots of perfect squares. W Demonstrate understanding of the concepts and the symbolic representations of rational numbers including whole number powers and square roots of perfect squares. Explain the meaning of a whole number exponent. [CU] Read and use exponential notation to represent large numbers. [MC, SP, RL] Identify a square number and find its root. Identify different representations of rational numbers and select the best representation (e.g., percent for sales discount or sales tax, fraction for probability, and decimals for money, distance (4.35 kilometers), batting averages).1.1.2Understand the relative values of integers and non-negative rational numbers. W Compare different representations of non-negative rational numbers by implementing strategies (e.g., like denominators, changing to the same form). [SP, RL, CU, MC] Identify equivalence between non-negative integers, fractions, percents and decimals. [MC] Compare and order integer values and explain which is greater and why (e.g., place the integers on a number line). [CU] Locate integers on a number line.Understand the relative values of rational numbers. W Compare and order rational numbers using physical models or implementing strategies (e.g., like denominators, changing to the same form). [SP, RL, CU, MC] Locate symbolic representations of rational numbers including fractions, decimals, and percents on a physical model (e.g., a number line, fraction line, decimal grid, and circle graph. [MC] Explain the value of a given digit in a rational number (e.g., 2.3 is 2 ones and three tenths). [CU]Understand the relative values of rational numbers, including whole number powers and square roots of perfect squares. W Compare and order rational numbers using models or implementing strategies. [SP, RL] Order different representations of rational numbers. [SP, RL] Locate symbolic representations of rational numbers on a number line including whole number powers and square roots of square numbers. [SP, RL] 1.1 Understand and apply concepts and procedures from number sense.Grade 6Grade 7Grade 8Number and Numeration 1.1.3Apply properties of addition and multiplication to non-negative rational numbers and understand the additive inverse property with integers. W Illustrate the additive inverse property using physical models and pictures (e.g., number line). [CU] Explain the additive inverse property and why it works. [CU] Identify the opposite of a given integer. Use the additive inverse property to solve problems. [SP, RL] Apply properties of addition and multiplication, including inverse properties, to the rational number system. W Use the inverse relationships of multiplication and division to simplify computations and solve problems. [SP, RL] Identify errors and explain correct procedures in the application of order of operations. [SP, RL, CU] Use the inverse properties of addition and multiplication to simplify computations with integers, fractions, and decimals. [SP, RL] Identify the inverse elements when using the additive inverse and the multiplicative inverse properties (e.g., 8 + -8 = 0; 2 x = 1.) Explain the additive and multiplicative inverse properties.Apply properties of addition, multiplication, and the distributive property to the rational number system. W Illustrate and explain the distributive property of multiplication over addition (e.g., using an area model or picture). [CU, MC] Use the distributive property to simplify expressions, including those using integers. [SP, RL] Use the distributive property to factor expressions (e.g. 3%9+3=3%(9+1)). [SP, RL]1.1.4Understand the concepts of ratio and percent. W Write ratios in part/part and part/whole relationships using objects, pictures, and symbols (e.g., using /, :, or to as representations for ratios). [CU] Represent equivalent ratios or given percentages using objects, pictures, and symbols. [CU, MC] Identify percent as 100 equal size parts of a set (e.g., 1% of 200 items is 2 items). [SP, RL] Explain ratio and percents and give examples of each. Understand the concept of of ratio, percent, and direct proportion. W Express proportional relationships using objects, pictures, and symbols. [CU, MC] Explain the meaning of a proportion. [CU] Represent a new relationship from a given ratio (e.g., part/part to part/whole; given a ratio of girls to boys, find the ratio of girls to class). [MC] Represent percentages less than 1% or greater than 100% using objects, pictures, and symbols. [CU, MC] Complete or write a proportion for a given situation. [CU, MC] Apply ratio, percent, and direct proportion in situations. W Solve problems involving ratio and proportion (e.g., similar figures, scale drawings, rates, find unit pricing, increase or decrease a recipe, find the portions for a group converting between different units of measure, or finding medicinal dosages). [SP, RL, CU, MC] Solve problems involving percentages (e.g., percent increase/decrease, tax, commission, discount). [SP, RL, CU, MC] Explain advantages and disadvantages of different representations in a given situation (e.g., using 1/3 versus 33 1/3 %). [CU] 1.1 Understand and apply concepts and procedures from number sense.Grade 6Grade 7Grade 8Computation 1.1.5Understand the meaning of addition and subtraction on integers and the multiplication and division on non-negative rational numbers. W Explain the meaning of addition and subtraction of integers using real world models (e.g., reducing debt, temperature increase or decrease, yards gained and lost, movement of a hot-air balloon). [CU] Explain the meaning of multiplying and dividing non-negative fractions and decimals using visual and physical models (e.g., sharing a restaurant bill, cutting a board into equal-sized pieces, drawing a picture of an equation or situation). [CU]Understand the meaning of multiplication and division on integers. W Explain the meaning of multiplication and division of integers using visual and physical models. [CU] Create a problem situation involving multiplication or division of integers. [SP, RL, CU, MC] Demonstrate understanding of solutions received when non-negative rational numbers are divided by fractions. [SP, RL]Understand the meaning of operations on rational numbers (including square roots of perfect squares and whole number powers). W Compare and contrast operations on rational numbers using pictures and symbols. [CU] Create a problem situation to match a given rational number equation. [SP, RL, CU, MC] Identify a rational number equation to match a given situation. [CU, MC] Explain the meaning of negative and zero exponents. [CU] 1.1.6Apply computational procedures with fluency for addition and subtraction on non-negative rational numbers. W Find the sums or differences of non-negative fractions or decimals. Write and solve real-world problem situations to find sums or differences of decimals or fractions. [SP, RL, CU, MC] Use the least common multiple and the greatest common factor of whole numbers to solve problems with fractions (e.g., to find a common denominator to add two fractions or to find the simplified form for a fraction).Apply computational procedures with fluency for addition and subtraction on integers, multiplication and division on non-negative rational numbers. W Find the sum, difference, product, or quotient using non-negative decimals and fractions with unlike denominators. Find the sums and differences using integers. Apply percentages in a variety of situations (e.g. taxes, discounts, interest). [SP, RL, MC] Use addition, subtraction, multiplication, and division to solve real-world problems involving non-negative rational numbers and integers. [SP, RL, CU, MC]Apply computational procedures on rational numbers (including whole number powers and square roots of perfect squares). W Compute with rational numbers using order of operations. Compute fluently with rational numbers in all forms except exponential. Write and solve problems that involve computation with rational numbers. [SP, RL, CU, MC]  1.1 Understand and apply concepts and procedures from number sense.Grade 6Grade 7Grade 8Computation 1.1.7Understand and apply strategies and tools as appropriate to tasks involving addition and subtraction on non-negative rational numbers. Select and justify appropriate strategies and tools from among mental computation, estimation, calculators, and paper and pencil to compute in a problem situation. [SP, RL] Describe strategies for mentally solving problems involving fractions and decimals. [CU]Understand and apply strategies and tools as appropriate to tasks involving the four basic operations on integers and non-negative rational numbers. Select and justify appropriate strategies and tools from among mental computation, estimation, calculators, and paper and pencil to compute in a problem situation. [SP, RL] Convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator. [MC]Understand and apply strategies and tools as appropriate to tasks involving computation on rational numbers. Select and justify appropriate strategies and tools from among mental computation, estimation, calculators, and paper and pencil to compute in a problem situation. [SP, RL] Describe strategies for mentally solving problems involving integers and exponents. [CU]Estimation 1.1.8Apply estimation strategies to determine the reasonableness of answers in situations involving addition and subtraction on non-negative rational numbers. W Identify when an approximation is appropriate Use estimation to determine the reasonableness of answers Apply estimation strategies prior to computation of whole numbers, decimals, and fractions to determine reasonableness of answers. [SP, RL] Use estimation to predict or to verify the reasonableness of calculated results. Identify appropriate estimated answers for a given situation. Articulate various strategies used during estimation involving fractions and decimals. [CU]Apply estimation strategies to determine the reasonableness of answers in situations involving the four basic operations on integers and non-negative rational numbers. W Identify when an approximation is appropriate in situations Use estimation to determine the reasonableness of answers. Apply estimation strategies prior to computing addition and subtraction of integers and operations on non-negative rational numbers to determine reasonableness of answers. [SP, RL] Justify why estimation would be used rather than an exact computation. [CU] Describe a situation where estimation is sufficient in real life contexts. [CU, MC] Use estimation to predict or to verify the reasonableness of calculated results.Apply estimation strategies to determine the reasonableness of answers in situations involving computation on rational numbers, including whole number powers and square roots of perfect squares. W Identify when an approximation is appropriate Use estimation to determine the reasonableness of answers in situations. Explain situations involving real numbers where estimates are sufficient and others for which exact value is required. [CU] Justify why an estimate would be used rather than an exact answer in a given situation. [CU] Articulate various strategies used during estimation involving integers. [CU] Use estimation to predict or to verify the reasonableness of calculated results 1.2 Understand and apply concepts and procedures from measurement.Grade 6Grade 7 Grade 8Attributes, Units and Systems1.2.1Understand the concepts of volume and extend the concept of area to surface area of rectangular prisms. W Compare the relative capacity of two containers (e.g., paper cylinders formed horizontally and vertically and filled with popcorn). [SP, RL, CU, MC] Represent the volume for given rectangular prisms using pictures or models. [CU] Compare the surface area of two different rectangular prisms. Describe and provide examples for surface area measurement (e.g. gift wrapping, painting a room, amount of material needed to build a box).Understand how a change in a linear dimension affects other linear measurements, (perimeter, circumference) and area measurements. W Figures used are rectangles, triangles, and circles. Describe the relationships among linear dimensions (e.g. radius of a circle, length of a side or base) and area of the figure (e.g., change the radius or length of a side, and check the change in area describe that change). [CU] Explain and give examples of changing one, two, or 3 dimensions in a rectangular prism and how it affects the surface area and volume. Understand how a change in a linear dimension affects volume and surface area of rectangular prisms and right cylinders. W Figures used are rectangular prisms and right cylinders. Compare the impact that a change in one dimension has on volume and surface area in right cylinders and rectangular prisms. [SP, RL] Describe the relationships among linear dimensions, volume, and surface area (e.g., changing the length of a side affects the surface area and volume). [CU]1.2.2Understand the differences between square and cubic units. W Identify cubic units to measure volume (e.g., linking cubes, cubic centimeter). Identify and read incremental units for capacity (e.g., milliliters, cups, ounces). Use the appropriate units when describing a situation (e.g., 5 square meters of carpet, 5 cubic meters of water). Describe and compare the use of area and volume (e.g. covering and filling). [CU] Explain why volume measurement is labeled as cubed. [CU], [MC] Explain and give examples of how the area and surface area are related (e.g., surface area is the sums of the areas of all the sides of a rectangular prism).Understand derived units of measurement. W Explain the concept of a rate. [CU] Explain how division of measurements produces a derived unit of measurement (e.g., miles traveled divided by hours traveled yields the derived unit [miles per hour]). [CU] Find a rate of change in a real world situation. [SP, RL, MC] Use dimensional analysis to find equivalent rates (e.g., mph to ft/sec).  1.2 Understand and apply concepts and procedures from measurement.Grade 6Grade 7Grade 8Attributes, Units and Systems1.2.3Understand how the unit of measure selection affects the precision of measurement. W Select the appropriate measurement tool to match the precision needed (e.g., if needing a very precise measurement, a tool is needed that uses units that will give that precision).Understand why different situations require different levels of precision. W Explain the relationships among units within both the customary and metric system (kilograms to grams, feet to inches) Justify the use of a unit of measure (e.g., meters or kilometers, inches or feet). [CU] Procedures and Estimation1.2.4Understand and apply systematic procedures to measure volume and capacity for solid shapes. W Compare the appropriateness of standard to nonstandard units in measuring volume or capacity. [CU] Choose the appropriate standard unit for measuring volume or capacity (e.g., cubic inches vs. cubic feet, cups vs. gallons). [SP, RL] Use a variety of methods to explain procedures for finding volume. [SP, RL, CU] Use volume and capacity to describe and compare figures (e.g., fill containers with cubes to find which has a greater volume) [SP, RL, CU] Measure volume of rectangular prisms and label appropriately. [SP, RL, CU] Measure the capacity of containers using appropriate tools and label (e.g., graduated cylinders, measuring cups, tablespoons). [SP, RL, CU] 1.2 Understand and apply concepts and procedures from measurement.Grade 6Grade 7Grade 8Procedures and Estimation1.2.5Apply formulas to find measurements of circles, triangles and rectangular prisms. W Apply formulas to determine missing measurements for circles, rectangular prisms and triangles. Explain how to use a formula for finding the area and circumference of a circle. [CU] Find and compare rectangular prisms that have a given volume (e.g., if two rectangular prisms have the same volume, and one has twice the height of the other, determine how the areas of their bases compare). [SP, RL] Justify the standard formula for finding the area of a right triangle (e.g., 1/2 of a rectangle). [CU], [MC] Explain why linear units are used to find the circumference of a circle. [CU] Use given dimensions to determine surface area and volume.Understand and apply formulas, including the Pythagorean Theorem, to right prisms, right cylinders, and triangles. W Apply formulas, including the Pythagorean Theorem, to determine missing measurements for right prisms and right cylinders and triangles. Explain how to use a formula for finding the surface area and volume of a solid. [CU] Find missing sides or area of right triangles (e.g., use the Pythagorean Theorem to find any of the missing values] Calculate measures of objects for which no direct information is given (e.g., similar figures, ratio, proportion, scale). [SP, RL, MC] Compare material costs of various right cylinder and right prism containers with a given volume. [SP, RL, MC]1.2.6Understand and apply strategies to obtain reasonable estimates of volume and capacity. W Identify situations in which estimated measures are sufficient; estimate volume or capacity Identify situations when approximate measurements are sufficient. Use estimation to justify reasonableness of a volume of a rectangular prism. [CU] Estimate a measurement of volume or capacity using standard or nonstandard units (e.g., estimate the capacity of a bowl in cups and handfuls). [SP, RL] Apply a process that can be used to find a reasonable estimate of volume and capacity (e.g., fill a container with rice or popcorn). [SP, RL, CU]Understand and apply strategies to obtain reasonable estimates of: circle measurements; triangles; and surface area for a rectangular solid or area of a parallelogram. W Identify situations in which estimated measures are sufficient; estimate circle and triangle measurements. Justify the reasonableness of an estimate. [SP, RL] Apply common approximations of pi (3.14; 22/7) to calculate the approximate circumference and the area of circles. [SP, RL, CU] Apply a process that can be used to find a reasonable estimate of circle measurements (e.g., wrap a string around it). [SP, RL, CU]Apply strategies to obtain reasonable estimates of: volume and surface area measurements for right cylinders; right prisms; and of the lengths of sides of right triangles W Identify situations in which estimated measures are sufficient; estimate volume and surface area for right cylinders, right prisms, and the lengths of sides of right triangles. Approximate distance or height in a problem situation using similar triangles or Pythagorean relationships (e.g., height of a flagpole using proportional reasoning, distance across a lake using Pythagorean relationship). [MC,CU,SP, RL] 1.3 Understand and apply concepts and procedures from geometric sense.Grade 6Grade 7Grade 8Properties and Relationships1.3.1Understand the characteristics of 3-dimensional figures and the relationships among 2-dimensional and 3-dimensional figures. W Name and sort 2-dimensional and 3-dimensional shapes and objects according to their attributes (faces, edges, vertices, base, parallel faces). [SP, RL, CU] Combine polygons to create given 2-dimensional figures and represent them on grid paper (e.g., use all pieces of tangrams to create a square). [SP, RL, CU] Create 3-dimensional shapes from 2-dimensional figures (e.g., cylinder from two circles and a rectangle) and explain the relationship. [MC] Create a 3-dimensional shape given its net and draw the net of a given 3-dimensional shape. [CU, MC]Understand concept of similarity. W Identify corresponding sides and angles of two similar figures Determine and justify if two figures are similar using the definition of similarity. [CU] Differentiate between similar and congruent figures, either geometric figures or real-world objects, and justify the conclusion. [SP, RL, MC, CU] Use and analyze properties of 2-dimensional figures to compare and contrast similar 2-dimensional figures and shapes. [SP, RL, CU, MC] Compare properties of similar 2-dimensional figures.Apply understanding of characteristics and relationships among 1-dimensional, 2-dimensional, and 3-dimensionals shapes to solve problems. W Identify and label rays, lines, end points, line segments, vertices, and angles. [CU] Complete a picture or design given the line of symmetry. Find the missing measure of an angle using the properties of parallel lines, perpendicular lines, vertical and corresponding angles. Match or draw 3-dimensional objects from different perspectives using the same properties and relationships (e.g., match to the correct net, draw the top view). [SP, RL] Draw, and label with names and symbols, nets of prisms and cylinders. [SP, RL]1.3.2Understand characteristics of 3-dimensional shapes and the relationships among 2-dimensional and 3-dimensional shapes. W Use the characteristics of 3-dimensional figures and the relationships among 2-dimensional and 3-dimensinal figures to describe and compare objects. Identify geometric figures and concepts in nature and art (e.g., triangle in architecture, rhombus in beadwork). [MC] Given two solids, explain how they are alike and different in terms of their attributes (e.g., using a Venn diagram). [CU, MC]Understand the characteristics of polygons and circles. W Identify, describe, compare, and sort figures. Given all but one of the angles of a polygon, find the missing angle. [SP, RL] Draw polygons and circles with specified properties (e.g., circumference of 18 cm. a quadrilateral having equal sides but no right angles, a triangle with no equal sides). [CU] Use the properties of polygons and circles to solve real world problems (e.g., find the amount of fencing needed for a pasture). [SP, RL, MC] Draw and label, with names and symbols, triangles and 2-dimensional figures based on angle classifications.Apply understanding of similarity to polygons, circles and solids. W Draw, describe and compare 2-dimensional figures. Given two similar figures find the length of a missing side, or the measure of a missing angle of one of the figures. [SP, RL] Create symmetrical, congruent, or similar figures using a variety of tools (e.g., ruler, pattern blocks, geoboards). [SP, RL] Given a shape draw a similar shape. [SP, RL] Use properties of circles, cylinders, and figures with rotational symmetry to compare figures. [SP, RL] 1.3 Understand and apply concepts and procedures from geometric sense.Grade 6Grade 7Grade 8Locations and Transformations1.3.3Understand the relative location of integers on a number line. W Show the order of a given set of integers on a number line with both positive and negative numbers. [CU] Given directions for movement on a number line, including positive and negative numbers (vertical and horizontal), identify the point of final destination (e.g., temperature variation at different times of the day, bank accounts, gain and loss of weight). [MC] Determine the distance between any two integers on a number line. [SP, RL] Describe relative location of points and objects on a number line with both positive and negative numbers. [CU]Understand the location of points on a coordinate grid in any of the four quadrants. W Given three points, identify the coordinates of the fourth point to make a rectangle. [SP, RL] Plot and label ordered pairs in any of the four quadrants. [CU] Identify the coordinates of a given point in any of the four quadrants. [CU] Identify objects or the location of objects on a coordinate grid using coordinates or labels. [CU] Describe locations of points on coordinate grids in any of the four quadrants. [CU]Understand and apply procedures to find distance between points in two-dimensional representations. W Given the coordinates of the vertices of a regular polygon, locate a missing vertex. [SP, RL] Apply the Pythagorean Theorem to find the length of a side of a right triangle or distance between two points. Explain a method for finding the missing side of a triangle in a real world setting (e.g., the height of a totem pole). [SP, RL, MC] Describe the relationship of any two or more points on a coordinate grid. [CU] Find the distance between two points on a coordinate grid, including lines that are non-parallel with either axis (oblique). [SP, RL]1.3.4Apply understanding of rotations (turns) to 2-dimensional figures. W Apply rotations (turns) of 90 or 180 to a simple 2-dimensional figure about the center of the figure. Create a design using (90, 180, 270, 360) rotations (turns) of a shape around the center of a shape. [SP, RL, MC] Show how a shape has been rotated by 90 degrees or 180 degrees around the center of a shape. [CU]Understand and apply combinations of translations (slides) and reflections (flips) to 2-dimensional figures. W Use transformations to create congruent figures and shapes in multiple orientations. [SP, RL] Given a shape on a coordinate grid, find the coordinate pairs for a translation or a reflection across an axis. [CU] Match a shape with its image following one or two transformations (sliding or flipping). [SP, RL] Identify and explain whether a shape has been translated (slid) or reflected (flipped) with or without a grid. [CU] Use combinations of translations and reflections to draw congruent figures. [SP, RL]Understand and apply transformations to shapes. W Use transformations (rotations, reflections, and translations) to draw or locate congruent 2-dimensional figures. Use transformations to draw congruent 2-dimensional figures. [SP, RL] Find the image of a given shape after a combination of transformations. [SP, RL] Tessellate a plane by using transformations. [SP, RL, MC] Identify and explain how a shape has been translated (slid) reflected (flipped), or rotated (turned) with or without a grid. [CU] 1.4 Understand and apply concepts and procedures from probability and statistics.Grade 6Grade 7Grade 8Probability1.4.1Understand probability as a ratio between and including 0 and 1. W Determine if a real-life event has a zero probability, 50% probability, or 100% probability of occurring. [CU, MC] Express probabilities as fractions or decimals between 0 and 1, and percents between 0 and 100. [CU] Understand the concepts of complementary and mutually exclusive events. W Determine and explain when events are mutually exclusive (e.g., your grade on a test is an A, B, or C). [SP, RL, MC] Determine and explain when events are complementary (e.g., a person awake or asleep, you pass or fail a test, coin throw heads or tails). [SP, RL, MC] Identify events that are complementary or mutually exclusive or neither (spinning a 4 or a 5, but with the possibility of spinning 1, 2, 3, or 6) and explain. [CU, MC]Understand the concept of compound events. W Determine and explain when events are compound. [CU] Explain the difference between compound events involving and and or (e.g., rolling a six and rolling an odd number vs. rolling a six or rolling an odd number). [CU]1.4.2Understand various ways to determine outcomes of experiments or situations. W Determine and use the probabilities of the outcome of a single trial Represent and interpret all possible outcomes of experiments (e.g., an organized list, a table, a tree diagram, or a sample space). [SP, RL, CU] Calculate probability for an event (e.g., pulling colored balls from a bag, drawing a card, rolling a 6 on a number cube, spinning a spinner, etc.). [SP, RL] Determine all possible outcomes of an experiment or event (e.g., all different choices a person has to wear one top and one skirt from 3 different tops and two different skirts). Understand and apply the procedures for determining the probabilities of multiple trials. W Calculate the probabilities of outcomes. [SP, RL] Calculate the probability of an event given the probability of its complement. [SP, RL] Identify or explain why certain outcomes are more (or less) likely to happen than others. [SP, RL, CU, MC] Determine, interpret, or express probabilities in the form of a fraction, decimal, or percent. [SP, RL, CU, MC] Predict the probability of outcomes of experiments and test the predictions. [SP, RL] Predict the probability of future events based on empirical data. [SP, RL]Understand and apply the procedures for comparing theoretical probability and empirical results for independent or compound events. W Calculate the probability of two independent events occurring simultaneously using various methods (e.g., organized list, tree diagram, counting procedures, and area model). [SP, RL] Explain the relationship between theoretical and empirical probability of compound events. [CU] Predict the probability of outcomes of experiments and compare the predictions to empirical results. [SP, RL] Design or create a situation that would produce a given probability (e.g., how many of each colored marble would it take to have a given probability of selecting one particular color?)[SP, RL] 1.4 Understand and apply concepts and procedures from probability and statistics.Grade 6Grade 7Grade 8Statistics1.4.3Understand how data collection methods may affect the data collected. W Evaluate how a question or data collection method may affect the data Compare data collection methods for a given situation to determine fairness of the method (e.g., compare a phone survey, a web survey, and a personal interview survey). [MC] Analyze a data collection method to consider limitations that could affect interpretations (e.g., to examine battery life, compare how long batteries last in a flashlight vs. a portable CD player). [SP, RL, MC] Identify different ways of selecting a sample (e.g., convenience sampling, response to a survey, random sampling) and explain which method makes a sample more representative for a population. [SP, RL, MC]Understand and apply data collection processes to display or answer questions. W Formulate a question and collect data from a population, describing how the questions, collection method, and sample population affect the results. Present collected data to support an opinion to inform or persuade an identified audience. [CU, MC Understand how different samples of a population may affect the data. W Identify sources of sampling bias, given a situation (e.g., interviewing only girls, only a certain age group, or too few people). [MC, CU, SP, RL] Describe a procedure for selecting an unbiased sample. [CU, MC] Compare the results of a survey given two different sample groups. [CU] 1.4.4Apply measures of central tendency to interpret a set of data. W Determine when it is appropriate to use mean, median, or mode and why a specific measure provides the most useful information in a given context. [SP, RL] Use mean, median, and mode to explain familiar situations (e.g., the heights of students in the class, the hair color of students in the class). [CU, MC] Given a mean for a data set with a missing element, find the missing number. [SP, RL] Find the range of a set of data.Understand how variations in data may affect the choice of data analysis techniques used. W Determine and use range and measures of central tendency to describe a set of data. Describe the effects of extreme values on means in a population. [CU, MC] Explain the use of median or mean as a measure of central tendency in a given situation (e.g., when an extreme value skews the mean). [SP, RL, CU, MC] Describe how additional data added to data sets may affect the result of measures of central tendency. [SP, RL, CU] Understand how variations in data may affect the measures of central tendency. W Identify clusters and outliers and determine how clusters or outliers may affect measures of central tendency. Alter a set of data so that the median is a more reasonable measure than the mean.  1.4 Understand and apply concepts and procedures from probability and statistics.Grade 6Grade 7Grade 8Statistics1.4.5Understand how to organize, display and interpret data in text from single line graphs and scatter plots. W Interpret data presented in bar graphs, line graphs, and tables. Justify a choice of a given graph type for a given situation. [CU, MC] Read and interpret data from single line graphs and scatter plots and determine when the use of these graphs is appropriate. [SP, RL, CU] Use an appropriate representation to display data (e.g., table, graphs) given a particular situation and audience.Understand and apply various data display techniques, including box-and-whisker plots. W Read and interpret various data display; determine the appropriate representation for given data. Construct bar graphs, circle graphs, line graphs, box-and-whisker, and scatter plots from collected data. [CU, MC] Use scatter plots to describe trends and interpret relationships. [SP, RL] Read and interpret data from box-and-whisker plots and determine when using these graphs is appropriate. [SP, RL, CU] Read a box-and-whisker graph to develop a conclusion about a sample population or describe population characteristics from the graph. [CU] Compare different graphical representations of the same data.Understand and apply data techniques to interpret bivariate data. W Interpret graphic and tabular representations of bivariate data Use a line of best fit to predict a future value of a variable. [SP, RL] Use a line of best fit to interpolate between existing data values. [SP, RL]] Draw trend lines with or without technology and make predictions about real-world situations. [CU, MC, SP, RL] Examine data in a two column table to interpolate or extrapolate additional values.1.4.6Understand how data can be used to support a point of view. W Analyze the distribution of data (e.g., given unlabeled graphs and data sets, match the appropriate data to a graph). [SP, RL] Make inferences based on a set of data. [SP, RL] Judge the appropriateness of inferences made from a set of data and support the judgment. [CU, MC] Identify claims based on statistical data and evaluate the validity of the claims. [CU, SP, RL] Analyze and evaluate the use of data and data displays for univariate data. W Explain how different representations of the same set of data can support different points of view. Make and justify an inference drawn from a sample. [CU, MC] Evaluate and explain conclusions drawn from data (e.g., from newspapers, web sites, opinion polls). [MC, SP, RL] Determine the accuracy and completeness of the data in a table or graph. [SP, RL] Explain how different representations of the same set of data can support different points of view. [SP, RL, CU]Analyze and evaluate the use of data and data displays for bivariate data. W Explain how statistics and graphic displays can be used to support different points of view. Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken (e.g., age groups, regions of the U.S., genders, racial/ethnic distribution). [SP, RL, MC, CU] Evaluate conclusions drawn from a set of data and support with evidence (e.g., from newspapers, web sites, opinion polls). [MC, SP, RL] Determine whether a prediction is reasonable based on a trend line and explain the rationale. 1.5 Understand and apply concepts and procedures from algebraic sense.Grade 6Grade 7Grade 8Patterns, functions and other relations1.5.1Apply rules for number patterns based on two arithmetic operations. W Recognize or extend patterns and sequences using different operations that alternate between terms Create, explain, or extend number patterns involving two related sets of numbers and two operations, including addition, subtraction, multiplication, or division. [CU] Use rules for generating number patterns (e.g., Fibonacci sequence, bouncing ball) to model real-life situations. [MC] Predict a future element in a numerical relation (e.g., find the fifteenth term of a sequence). [SP, RL] Identify or extend patterns and sequences using different operations that alternate between termsApply understanding of linear relationships to patterns, sequences, and situations W Recognize, extend, or represent linear patterns and sequences using tables Identify patterns that are linear functions and provide missing terms. [SP, RL] Describe the relationship between the terms in a sequence and their positions in the sequence. [CU] Identify, extend, or represent patterns and sequences using tables. [SP, RL, MC]Apply understanding of linear and non-linear relationships to patterns, sequences, and situations W Extend, represent, or create linear and nonlinear patterns and sequences using tables and graphs Explain the difference between linear and non-linear relationships. [CU] Predict an outcome given a linear relationship (e.g., from a graph of profit projections, predict the profit.) [SP, RL] Use words or algebraic symbols to describe a rule for a linear relationship between two sets of numbers (e.g., given a table, describe a rule). [CU] Develop recursive equations that describe linear relations in terms of current and previous values (e.g., start = 7; Current = Previous + 5 would give a set of values (1,7),(2,12), (3,17) )1.5.2Apply understanding of patterns involving two arithmetic operations to develop a rule. W Describe the rule for a pattern with combinations of two arithmetic operations in the rule Identify patterns involving combinations of operations in the rule, including exponents (e.g., 2, 5, 11, 23). [SP, RL] Describe the rule for a pattern with combinations of two arithmetic operations in the rule. [CU] Represent a real world situation with a rule involving a single operation (e.g., presidential elections occur every 4 years, when will the next 3 elections occur after a given year?) [SP, RL, CU]Apply understanding of linear patterns in a table, graph, or situation to develop a rule. W Describe the rule and/or construct a table to represent a pattern with combinations of two arithmetic operations in the rule. Write an expression or equation with a single variable representing a situation or real-world problem. [CU] Describe a pattern or relationship from a graph or table. [CU] Write a story about a situation that represents a given linear equation, expression, or graph. [SP, RL, MC] Describe the rule or construct a table to represent a pattern with combinations of two arithmetic operations in the rule. [SP, RL, CU]Analyze a pattern, table, graph, or situation to develop a rule. W Develop a table or graph from an iterative definition (e.g., the number of cells doubles every hour starting with one cell at noon). [MC] Identify an expression or equation with two variables that represents a given linear situation. [MC] Write an expression, equation, or inequality with a single variable representing a situation or real-world problem. [SP, RL, MC] Explain the nature of changes in quantities in linear relationships using graphs. [MC]  1.5 Understand and apply concepts and procedures from algebraic sense.Grade 6Grade 7Grade 8Symbols and representations1.5.3Apply understanding of equalities and inequalities to interpret and represent relationships between quantities. W Express relationships between quantities using =, `", <, >, d", and e". Match a given situation to the correct inequality or equality. decimals, percents, and integers. [CU] Express relationships between non-negative rational numbers using symbols. Write an inequality with a single variable to match a particular situation. [SP, RL]Understand relationships between quantities using squares and square roots. W Represent relationships between quantities using exponents (squares) and radicals (roots). Simplify square roots of square numbers (e.g. the square root of 9 is 3). [SP, RL] Demonstrate understanding of square roots with physical models and examples. [CU] Use exponents (squares) and radicals (square roots) to represent relationshipsUnderstand relationships between quantities including whole number exponents, square roots, and absolute value W Represent relationships between quantities using exponents (squares) and radicals (roots). Explain the placement of numbers including square roots and exponents on a number line. [CU] Model or describe a real-life situation, using absolute value. [CU, MC]. Use =, `", <, >, d", or e" to express relationships between integers and between rational numbers including percents, square roots, absolute value and exponents. [CU]1.5.4Apply understanding of tables, graphs, expressions or equations to represent situations involving two arithmetic operations. W Translate a situation involving multiple arithmetic operations into algebraic form using equations, tables, and graphs. [SP, RL, CU, MC] Identify or describe a situation which may be modeled by a graph. [CU, SP, RL] Identify or describe a situation involving two arithmetic operations that matches a given graph. [CU, MC] Represent an equation or expression using a variable in place of an unknown number. Represent and evaluate algebraic expressions involving a single variable.Apply understanding of equations, tables, and graphs to represent situations involving linear relationships. W Demonstrate comprehension of (read) or represent linear relationships, through expressions, equations, tables and graphs of situations involving integers and non-negative rational numbers Graph data to demonstrate relationships in familiar concepts (e.g., conversions, perimeter, area, volume, and scaling.) [CU] Develop a situation that corresponds to a given equation or expression. [SP, RL] Given a description of or an equation for a situation involving a linear relationship, create a table or graph. [CU, MC] Describe a situation involving a linear or non-linear relationship that matches a given graph (e.g., time-distance, time-height). [CU, MC] Apply understanding of concepts of algebra to represent situations involving single-variable inequalities. W Demonstrate comprehension of (read) or represent variable quantities, through expressions, linear equations, inequalities, tables and graphs of situations involving rational numbers. Identify and use variables to read and write inequalities involving rational numbers. Given a description or a situation involving an inequality, model the relationship with a graph or table. [CU, MC] Describe a situation involving an inequality that matches a given graph. [CU, MC] Given a description of or an equation for a situation involving a linear, or non-linear, relationship create a table or graph. [CU, MC] 1.5 Understand and apply concepts and procedures from algebraic sense.Grade 6Grade 7Grade 8Evaluating and solving1.5.5Understand and apply procedures to evaluate expressions and formulas. W Evaluate simple expressions and formulas using pictures and/or symbols Represent and evaluate algebraic expressions involving a single variable. [SP, RL, CU] Represent an equation or expression using a variable in place of an unknown number. [SP, RL, CU] Evaluate an expression by substituting non-negative values for variables (e.g., 3y + 2, for y=3). [SP, RL] Evaluate expressions and formulas using pictures or symbols. [SP, RL]Understand and apply procedures to evaluate expressions and formulas considering order of operations. W Substitute non-negative rational values for variables in order to evaluate expressions and formulas (e.g., L x W when L=3 and W=4). [SP, RL] Justify the simplification of expressions and equations using order of operations. [CU] Evaluate expressions and formulas considering order of operations. [SP, RL] Understand and apply the procedures for simplifying single-variable expressions. W Simplify expressions. Simplify expressions and evaluate formulas involving integers. [SP, RL] Match expressions to equivalent simplified expressions Justify a simplification of an expression involving integers. [CU] Simplify expressions by combining like terms. [SP, RL] Simplify expressions using mathematical properties (distributive, commutative, associative, etc.). [SP, RL] 1.5.6Understand and apply a variety of strategies to solve one-step equations. W Solve one-step equations using pictures and symbols. Solve one-step single variable equations using any strategy (e.g., what number goes in the mystery box?) [SP, RL] Solve real world situations involving single variable equations. [SP, RL, CU]. Explain a strategy for solving a single variable equation. [SP, RL, CU]Understand and apply a variety of strategies to solve two-step equations with one variable. W Evaluate expressions and formulas considering order of operations. Solve real-world situations involving single variable equations. [SP, RL, CU] Explain and justify the solution to a problem in a given context. [CU, MC] Solve two-step equations with one variable on only one side of the equal sign. (e.g., 2x + 4 = 12) [SP, RL] Understand and apply a variety of strategies to solve multi-step equations and one-step inequalities with one variable. W Solve multi-step equations and one-step inequalities with one variable. Solve single variable equations involving parentheses, like terms, or variables on both sides of the equal sign. [SP, RL] Solve one-step single variable inequalities (e.g., 2x<6, x+4>10). Solve real-world situations involving single variable equations and proportional relationships and interpret the solution. [SP, RL, CU] 2.1 Investigate SituationsGrade 6 Problem Solving example: A gardener, living in Yakima, has 100 ft. of fencing material. Find the dimensions of the largest rectangular area that he could enclose using all of the fencing material.Grade 7 Problem Solving example: On the playground, Juan made 13 free throws out of 18 tries. If Bonita shoots 25 free throws, what is the lowest number she has to make in order to have a better free throw percentage than Juan?Grade 8 Problem Solving example: The following information was provided to a group of students. They were asked to interpret this information for someone that has a speed of 19 ft./sec and also for someone who takes 5 steps per second. How would you answer these questions? Speed (ft/s) Steps per second 15.86 3.05 16.88 3.12 17.50 3.17 18.62 3.25 19.97 3.36 21.06 3.46 22.11 3.55 2.1.1 Understand information presented in a situation. Summarize the problem (e.g., There is 100 feet of fencing and we want to enclose as much land, in the shape of a rectangle, as possible). Understand information presented in a situation. Summarize the problem (e.g., Two people are shooting free throws, one shot 18, the other 25. We are trying to find the percentage made for each). Understand information presented in a situation. Summarize the problem (e.g., We have information about the relationship between the number of steps per second and the speed in feet per second. We wish to find approximate speed or stride rates). Identify missing information that is relevant to solving a problem (e.g., Find the measurement for the width of an item when the dimensions are missing). Distinguish the information needed for finding a solution (e.g., Find the height of a 10 year old Blue Spruce evergreen tree when the measurement of a comparable figure is given). [1.2.4]  2.2 Define ProblemsGrade 6 Problem Solving example: A gardener, living in Yakima, has 100 ft. of fencing material. Find the dimensions of the largest rectangular area that he could enclose using all of the fencing material.Grade 7 Problem Solving example: On the playground, Juan made 13 free throws out of 18 tries. If Bonita shoots 25 free throws, what is the lowest number she has to make in order to have a better free throw percentage than Juan?Grade 8 Problem Solving example: The following information was provided to a group of students. They were asked to interpret this information for someone that has a speed of 19 ft./sec and also for someone who takes 5 steps per second. How would you answer these questions? Speed (ft/s) Steps per second 15.86 3.05 16.88 3.12 17.50 3.17 18.62 3.25 19.97 3.36 21.06 3.46 22.11 3.55 2.2.1 Analyze a situation to define a problem. Use strategies to become informed about the situation (e.g., listing information, asking questions). Determine if enough information is given to find a solution (e.g., List what is needed to find the area of a rectangle and compare to the list of known things). Determine if information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed). Define the problem (e.g., Find the rectangle with largest area with a perimeter of 100 ft.) Pose questions about every day situations (e.g., What day of the week do students eat hot lunch the most?) Find the unknown number when given a situation (e.g., On his vacation, Jeremy used 4 rolls of 36-print film. Of these, he discarded 9 prints. How many prints did he keep?). [1.5.6] Analyze a situation to define a problem. Use strategies to become informed about the situation (e.g., listing information, asking questions). Determine if enough information is given to find a solution (e.g., List what is needed to find the percentage of free throws made). Determine if information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed names, location). Define the problem (e.g., Find the smallest number of free throws Bonita needs to make out of 25 attempts in order to top Juans percentage). Identify missing information that is relevant to solving a problem (e.g., Find the cost per pound of an item when the price is missing).Analyze a situation to define a problem. Use strategies to become informed about the situation (e.g., listing information, asking questions). Determine if enough information is given to find a solution (e.g., List what is needed to find the relationship between stride rate and speed, list known and unknown information). Determine if information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed names, location). Define the problem (e.g., Find the relationship between the steps per second and speed). Propose questions about every day situations (e.g., What day of the week has the lowest attendance rate?) Determine the important facts and the question when defining a problem in new or unfamiliar situations.  2.3 Construct SolutionsGrade 6 Problem Solving example: A gardener, living in Yakima, has 100 ft. of fencing material. Find the dimensions of the largest rectangular area that he could enclose using all of the fencing material.Grade 7 Problem Solving example: On the playground, Juan made 13 free throws out of 18 tries. If Bonita shoots 25 free throws, what is the lowest number she has to make in order to have a better free throw percentage than Juan?Grade 8 Problem Solving example: The following information was provided to a group of students. They were asked to interpret this information for someone that has a speed of 19 ft./sec and also for someone who takes 5 steps per second. How would you answer these questions? Speed (ft/s) Steps per second 15.86 3.05 16.88 3.12 17.50 3.17 18.62 3.25 19.97 3.36 21.06 3.46 22.11 3.55 2.3.1Understand how to devise a plan to solve a problem. Organize relevant information from multiple sources (e.g., create a list of known and unknown information, create a table of values for length, width, and area of rectangles with perimeter of 100,). Understand how to select and apply appropriate mathematical tools for a situation. (e.g., guess and check, creating tables of values [with or without technology], examine relationships between sides of a rectangle and area). Read and interpret data from single line graphs and scatter plots and determine when the use of these graphs is appropriate. [1.4.5]Understand how to devise a plan to solve a problem. Organize relevant information from multiple sources. (e.g., describe how to calculate percents, set limits on the number that Bonita could make). Understand how to select and apply appropriate mathematical tools for a situation. (e.g., guess and check, calculate Juans percentage and create a table of values [with or without technology] for Bonitas). Organize relevant data received from multiple sources (e.g., Represent the sales of a popular game during a specific time frame using an appropriate representation (e.g., graph, table, or list) using the newspaper, web site, or the television as a source to describe the trend of sales). [1.4.5] Understand how to devise a plan to solve a problem. Organize relevant information from multiple sources Understand how to select and apply appropriate mathematical tools for a situation. (e.g., e.g., plot steps per second vs. speed, check to see if model is linear; calculate successive differences or quotients to see if a patter emerges; Find an equation for a line that approximates the relationship or extend the pattern to approximate the speed at 5 steps per second, Organize relevant data received from multiple sources (e.g., Represent the sales of a popular game during a specific time frame using an appropriate graph using magazines, newspapers, web site, surveys, or television as a source to describe the trend of sales). [1.4.6]  2.3 Construct SolutionsGrade 6 Problem Solving example: A gardener, living in Yakima, has 100 ft. of fencing material. Find the dimensions of the largest rectangular area that he could enclose using all of the fencing material.Grade 7 Problem Solving example: On the playground, Juan made 13 free throws out of 18 tries. If Bonita shoots 25 free throws, what is the lowest number she has to make in order to have a better free throw percentage than Juan?Grade 8 Problem Solving example: The following information was provided to a group of students. They were asked to interpret this information for someone that has a speed of 19 ft./sec and also for someone who takes 5 steps per second. How would you answer these questions? Speed (ft/s) Steps per second 15.86 3.05 16.88 3.12 17.50 3.17 18.62 3.25 19.97 3.36 21.06 3.46 22.11 3.55 2.3.2Apply strategies, concepts and procedures to solve a problem. Implement the plan devised to solve the problem (e.g., in a table of values of lengths, widths, and areas, find the one that shows the largest area, check smaller increments to see if this is the largest that works). Use mathematics to solve the problem. Check the solution to see if it works (e.g., if the solution gives a perimeter that is not 100, it makes no sense in the given problem.) Understand when an approach is unproductive and modify or try a new approach e.g., while guess and check, may give some sense of a neighborhood of values, it is less efficient than a more organized method) Apply strategies, concepts and procedures to solve a problem. Implement the plan devised to solve the problem or answer the question posed (e.g., in a table of values of percentages for Bonitas possible results and percentages). Find the range of values that yield a percentage larger than Juans, find the smallest of those and use that number). Use mathematics to solve the problem. Check the solution to see if it works (e.g., if the solution is larger than 25 it makes no sense in the given problem.) Understand when an approach is unproductive and modify or try a new approach (e.g., if a result is larger than 25, return to see if the percentage computation is accurate and if it computed correctly) Apply strategies, concepts and procedures to solve a problem. Implement the plan devised to solve the problem or answer the question posed (e.g., in a table of values of lengths, widths, and areas, find the one that shows the largest area, check smaller increments to see if this is the largest that works). Use mathematics to solve the problem. Check the solution to see if it works (e.g., if the solution for a speed of 19 ft/sec is 5 steps per second, perhaps the assumption of linearity was incorrect). Understand when an approach is unproductive and modify or try a new approach (e.g., if an additive model didnt work, try a multiplicative model).  3.1 Analyze InformationGrade 6Grade 7Grade 83.1.1Understand how to interpret and compare information from a variety of sources. Identify claims based on statistical data and evaluate the validity of the claims [1.4.5]. Read and interpret data from single line graphs and scatter plots and determine when the use of these graphs is appropriate [1.4.5]. Use volume and capacity to describe and compare figures (e.g., fill containers with cubes to find which has a greater volume). [1.2.4] Understand how to interpret and compare information from a variety of sources. Evaluate and explain conclusions drawn from data (e.g., from newspapers, web sits, opinions polls) [1.4.6]. Use graphs to describe trends, compare, and interpret relationships from data (e.g., from newspapers, web sits, opinions polls). [1.4.5] Understand how to interpret and compare information from a variety of sources. Predict the probability of outcomes of experiments and compare the predication to empirical results. [1.4.2] 3.2 Make Predictions, Inferences, and ConjecturesGrade 6Grade 7Grade 83.2.1Understand how to make or evaluate conjectures using evidence. Identify claims based on statistical data and evaluate the validity of the claims. [1.4.5]Understand how to make or evaluate conjectures using evidence. Predict the probability of future events based on empirical data. [1.4.2] Understand how to make or evaluate conjectures using evidence. Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken (e.g., age groups, regions of the U.S., genders, racial/ethnic distribution). [1.4.6] 3.2.2Understand how to draw conclusions and support them using evidence. Predict a future element in a relation (e.g., find the fifteenth term in a pattern) . [1.5.1] Understand how to draw conclusions and support them using evidence. Predict the probability of outcomes of experiments and test the predictions. [1.4.2]Evaluate conclusions and support the evaluation using evidence. Evaluate conclusions drawn from a set of data and support with evidence (e.g., from magazines, newspapers, web sites, opinion polls). [1.4.6] 3.2.3Analyze procedures and results in various situations. Represent and interpret all possible outcomes of experiments (e.g., an organized list, a table, a tree diagram, or a sample space). [1.4.2] Analyze procedures and results in various situations. Describe how additional data added to data sets may affect the computations of measures of central tendency in various situations. [1.4.4]Analyze procedures and results in various situations. Predict an outcome given a linear relationship and a particular input (e.g., from a graph of profit projections, predict he profit in 2005). [1.5.1] 3.3 Draw Conclusions and Verify resultsGrade 6Grade 7Grade 83.3.1 Understand how to justify results using evidence. Find and compare rectangular prisms that have a given volume (e.g., if two rectangular prisms have the same volume, and one has twice the height of the other, determine how the areas of their bases compare). [1.2.5] Apply estimation strategies prior to computation of whole numbers, decimals, and fractions to determine reasonableness of answers [1.1.8] . Identify different ways of selecting a sample (e.g., convenience sampling, response to a survey, random sampling) and which method makes a sample more representative for a population. [1.4.3] Understand how to justify results using evidence. Justify the reasonableness of an estimate [1.2.6] . Apply a process that can be used to find a reasonable estimate of circle measurements (e.g., wrap a string around the circle). [1.2.6] Apply estimation strategies prior to computing addition and subtraction of integers and operations on non-negative rational numbers to determine reasonableness of answers. [1.1.8] Understand how to justify results using evidence. Explain a method for finding the missing side of a triangle in a real world setting (e.g., the height of a totem pole). [1.3.3] Use estimation to predict or to verify the reasonableness of calculated results. [1.1.8]3.3.2Analyze thinking and mathematical ideas using models, known facts, patterns, relationships, or counter examples. Identify claims based on statistical data and evaluate the validity of the claims. [1.4.5] Analyze thinking and mathematical ideas using models, known facts, patterns, relationships, or counter examples. Explain how different representations of the same set of data can support different points of view. [1.4.6]Analyze thinking and mathematical ideas using models, known facts, patterns, relationships, or counter examples. Explain why a given rational number is greater than or less than another rational number. [1.1.2] 4.1 Gather InformationGrade 6Grade 7Grade 84.1.1Apply a planning process to collect information for a given purpose. Use mean, median, and mode to explain familiar situations (e.g., the heights of students in the class, the hair color of students in the class). [1.4.4] Decide on information needed to create a report on a mathematical topic (e.g., compare the predicted rainfall in a given period with the actual rainfall).Apply a planning process to collect information for a given purpose. Formulate a question and collect data from a population, considering how the questions, collection method, and sample population affect the results. [1.4.3] Apply a planning process to collect information for a given purpose. Describe a procedure for selecting an unbiased sample. [1.4.3]4.1.2Understand how to extract information from multiple sources using reading, listening, and observation. Use mean, median, and mode to explain situations (e.g., the heights of students in the class, hair color of students in the class, favorite movie of students in the class, most watched movie in a specific time frame). [1.1.4]Understand how to extract information from multiple sources using reading, listening, and observation. Create a table or graph given a description of or an equation for a situation involving a linear or non-linear relationship. [1.5.4]Understand how to extract information from multiple sources using reading, listening, and observation. Compare the results of a survey given two different sample groups [1.4.3] Model the relationship with a table or graph given a description of or an equation for a situation involving an inequality or linear relationship. [1.5.4] 4.2 Organize, Represent, and Share InformationGrade 6Grade 7Grade 84.2.1Understand how to organize information for a given purpose. Show the order of the set of integers on a number line with both positive and negative numbers (e.g., Organize the given birth years of the following Arabic kings on a number line). [1.3.3] Understand how to organize information for a given purpose. Identify, determine, interpret or express probabilities in the form of a fraction, decimal, or percent. [1.4.2] Understand how to organize information for a given purpose. Design and conduct a simulation, with and without technology, to determine the probability of an event occurring. [1.4.2]4.2.2Understand how to clearly and effectively express or present ideas and situations using mathematical language or notation. Articulate various strategies used during estimation involving fractions and decimals. [1.1.8] Clearly explain, describe, or represent mathematical information in a pictorial, tabular, graphical, 2- or 3-dimensional drawing, or other form as appropriate for the mathematical information (e.g., time, distance, categories), audience and/or purpose, such as to perform or persuade, with notation and labels as needed. Use an appropriate representation to display data (e.g., table, graphs) given a particular situation and audience. [1.4.5] Understand how to clearly and effectively express or present ideas and situations using mathematical language or notation. Identify data that may represent sampling errors and explain why the sample (and the display) might be biased. [1.4.4] Justify why estimation would be used rather than an exact computation. [1.1.8] Clearly explain, describe, or represent mathematical information in a pictorial, tabular, graphical, 2- or 3-dimensional drawing, or other form as appropriate for the mathematical information (e.g., time, distance, categories), audience and/or purpose, such as to perform or persuade, with notation and labels as needed.Understand how to clearly and effectively express or present ideas and situations using mathematical language or notation. Articulate various strategies used during estimation involving integers. [1.1.8] Clearly explain, describe, or represent mathematical information in a pictorial, tabular, graphical, 2- or 3-dimensional drawing, or other form as appropriate for the mathematical information (e.g., time, distance, categories), audience and/or purpose, such as to perform or persuade, with notation and labels as needed Explain situations involving real numbers where estimates are sufficient and others for which exact value is required. [1.1.8] 5.1 Relate Concepts and Procedures within MathematicsGrade 6Grade 7Grade 85.1.1Apply concepts and procedures from a variety of mathematical areas in a given problem or situation. Translate a situation involving multiple arithmetic operations into algebraic form using equation, table, and graphs. [1.5.4] Apply concepts and procedures from a variety of mathematical areas in a given problem or situation. Write the rational number when given a model (e.g., number line, area model, situation, diagram, picture). [1.1.1]Apply concepts and procedures from a variety of mathematical areas in a given problem or situation. Solve problems involving ratio and proportion (e.g., similar figures, scale drawings, rates, find unit pricing increase or decrease a recipe, find the portions for a group converting between different units of measure, or finding medicinal dosages). [1.1.4]5.1.2Apply different mathematical models and representations to the same situation. Represent equivalent ratios or given percentages using objects, pictures, and symbols. [1.1.4]Apply different mathematical models and representations to the same situation. Explain how different representations of the same set of data can support different points of view. [1.4.6]Apply different mathematical models and representations to the same situation. Create a problem situation to match a given rational number equation. [1.1.5] 5.2 Relate Mathematical Concepts Procedures to Other DisciplinesGrade 6Grade 7Grade 85.2.1Analyze mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines. Identify geometric figures and concepts in nature and art (e.g., triangle in architecture, rhombus in beadwork) [1.3.2] . Show the order of the set of integers on a number line with both positive and negative numbers (e.g., Organize and graph on a number line the given birth years of the given Arabic kings). [1.3.3] Analyze mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines. Evaluate and explain conclusions of plant growth drawn from data (e.g., from magazines, newspapers, web sites) [1.4.6] . Write a story about a situation that represents a given linear equation, expression, or graph. [1.5.2]Analyze mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines. Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken (e.g., age groups, regions of the U.S., genders, racial/ethnic distribution). [1.4.6] 5.2.2Know examples of contributions to the development of mathematics such as the contributions of women, men, and people from a variety of cultures. Complete a mathematically based project that researches examples of contributions to the development of mathematics, such as the contributions of women, men, and people from a variety of cultures. Know examples of contributions to the development of mathematics such as the contributions of women, men, and people from a variety of cultures. Complete a mathematically based project that researches examples of contributions to the development of mathematics, such as the contributions of women, men, and people from a variety of cultures.Know examples of contributions to the development of mathematics such as the contributions of women, men, and people from a variety of cultures. Complete a mathematically based project that researches examples of contributions to the development of mathematics, such as the contributions of women, men, and people from a variety of cultures. 5.3 Relate Mathematical Concepts and Procedures to Real-World SituationsGrade 6Grade 7Grade 85.3.1Understand that mathematics is used in daily life and extensively outside the classroom. Write and solve real-world problem situations to find sums or differences of decimals or fractions (e.g., Explain how to find the change received from a $50.00 bill when a given amount of CDs and tapes with prices are bought). [1.1.6] Understand that mathematics is used in daily life and extensively outside the classroom. Describe a situation where estimation is sufficient in real life contexts [1.1.8] Use properties of polygons and circles to solve real world problems (e.g., find the amount of fencing needed for a pasture). [1.3.2] Understand that mathematics is used in daily life and extensively outside the classroom. Use estimation to predict or to verify the reasonableness of calculated results. [1.1.8] Evaluate conclusions drawn from a set of data and support with evidence (e.g., from newspapers, web sites, opinion polls). [1.4.6] 5.3.2Understand that mathematics is used within many occupations or careers. Complete a mathematically based project that researches how mathematics is used in careers or occupations of interest. Identify where, in a particular career, mathematics is used (e.g., police work looking for patterns in fingerprints or crimes)..Understand that mathematics is used within many occupations or careers. Complete a mathematically based project that researches how mathematics is used in careers or occupations of interest.Understand that mathematics is used within many occupations or careers. Complete a mathematically based project that researches how mathematics is used in careers or occupations of interest.   DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 1 Grades 6-8 Grade Level Expectations Final Draft EALR 1 The student understands and applies the concepts and procedures of mathematics. Number Sense  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 5 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections Measurement  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 11 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections Geometric Sense  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 13 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections Probability and Statistics  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 16 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections Algebraic Sense  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 19 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections Grades 6-8 Grade Level Expectations Final Draft EALR 2: The student uses mathematics to define and solve problems. Solving Problems  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 23 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections Grades 6-8 Grade Level Expectations Final Draft EALR 3: The student uses mathematical reasoning. Reasoning  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 26 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections Grades 6-8 Grade Level Expectations Final Draft EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language. Communication  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 28 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections Grades 9/10 Grade Level Expectations Final Draft EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations Connections  DATE \@ "M/d/yyyy" 6/29/2004 Page  PAGE 31 SP- Solves problems RL Reasons logically CU Communicates understanding MC Makes connections 2Cq   = > f g  & ' M N ~  % & [ \ ?S_L Ȼʰ5>*OJQJ5B*OJQJph5eh@r@65 5B*ph 56CJ7CJCJ B*ph >*B*phj5>*B*Uph5>*B*phB     $1CDq$If @$da$     $1CDqGHVmn~  " A B R l m {    7 8 E Y Z r   % = > L f g t  cGHVmn~t$IfR$$IfTl0Gh , t64 l4a  " A B R l m { R$$IfTl0Gh , t64 l4a$If    7 8 E Y Z r  R$$IfTl0Gh , t64 l4a$If   % = > L f g t R$$IfTl0JX t64 l4a^$If   & ' 4 M N Z ~  R$$IfTl0JX t64 l4a^$If   & ' 4 M N Z ~  % & 2 [ \  i^$opq,-2?KLNScdfk}~W"X"Y"""   =   =    =  <    <   :   N % & 2 [ \  ddd[$\$d$da$$IfR$$IfTl0JX t64 l4a^ i AO & F<$7$8$EƀH$If & F:$7$8$H$If$IfM$$IfTO40x  5(*4 Oa $$If^a$ !&efhiW"Y""""""""""J#L#N#$%c%e%f%%· ®ujejuja6CJOJQJ5B*OJQJph5OJQJeh@r@56B*OJQJph56B*CJOJQJmHph56B*CJOJQJph5B*CJphB*CJOJQJph B*CJph5>*B*ph >*B*ph 6B*ph B*ph5eh@r@5 56>*56 56>*"^_O & F=$7$8$EƀH$IfO & F<$7$8$EƀH$If$opqTOOOOOOdM$$IfTO4d0x  5(*4 Oa  & F=$7$8$H$IfO & F=$7$8$EƀH$If ,-2?KLd`$$IfTlF8  t06    4 l4a d$Ifd LNScdfk}~]h]$$IfTlF8  t06    4 l4a d$If $d$Ifa$ W"X"Y"ih]]iQOO ddd[$\$ $d$Ifa$$$IfTlF8  t06    4 l4a d$If Y"""""""h$If@$$IfTO4@x 8-   -4 Oa $If """""""""N##<$$$%f%%1&&*']'' (((+)W)B*C*I**>++,yqiaY                               #   #   #    #  \   \   \   \    \     !"""""N#`?93$If$If@$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4@\x  ])8   Y   Y   Y   -4 Oa N##<$$GS & F\@$EƀIf^@ S & F\@$EƀIf^@  & F\@$If^@ $$%f%IC$IfZ & F\@$5$9DEƀIf^@ Z & F\@$5$9DEƀIf^@ %%%0&1&&&)'*''(( ((?*B*C*I*****4,f,g,i,j,(.....//// 00'0(0=0>0?0@0F0000:1ŶڧŶŶŶ㳣ژzڧ56B*CJOJQJmHph56B*CJOJQJphB*CJOJQJph5CJ56B*OJQJphCJ5OJQJeh@r@5B*OJQJph5>*B*CJph5B*CJph B*CJph6B*CJph6CJeh@r@0f%%1&&;W & F#h$7$8$EƀH$If^h 8 & F#h$7$8$H$If^h 8W & F#h$7$8$EƀH$If^h 8&*']'TS & F p$7$8$EƀH$If^pW & F#h$7$8$EƀH$If^h 8]'' (((Q? & F p$7$8$H$If^pS & F p$7$8$EƀH$If^p$IfS & F p$7$8$EƀH$If^p(+)W)WS & F p$7$8$EƀH$If^pS & F p$7$8$EƀH$If^pW)B*C*I**82( $If^$Ifs$$IfTO4\x  ])8YYY-4 Oa S & F p$7$8$EƀH$If^p*>++,QO & F $7$8$Eƀ H$IfO & F $7$8$Eƀ H$If & F $7$8$H$If,4,j,--(...4///// 00000'0(0?0@0F00;1x1111Q22+3364r44a5º¶³vmf  U           $    $                                       $,4,j,--KO & F $7$8$EƀH$If & F $7$8$H$If$IfO & F $7$8$Eƀ H$If-(...4/KO & F $7$8$EƀH$If & F $7$8$H$If$IfO & F $7$8$EƀH$If4///// 0<::0 $If s$$IfTO4V \x  ])8YYY-4 Oa O & F $7$8$EƀH$If 00000'0(0hE`s$$IfTO4@\x  ])8   Y   Y   Y   -4 Oa $If@$$IfTO4@x 8-   -4 Oa (0?0@0F00;1x1T5W & Fp$7$8$EƀH$If^p  & Fp$7$8$H$If^p  $If^$If@$$IfTO4@x 8-  %-4 Oa $If^:1;111N2P2Q264q4r4444666777#8$888949K9]9_9`9s:t:;;U;W;X;c<d<<<V=W=X=Z======۫𡾡56B*CJOJQJphB*CJOJQJph5>*B*CJph$56B*OJQJcHdh!phCJ5B*OJQJph5OJQJeh@r@56B*OJQJphB*OJQJph B*CJph5B*CJph0x1111Q2QC=$Ifp$If^p`W & Fp$7$8$EƀH$If^p W & Fp$7$8$EƀH$If^p Q22+33;W & Fh$7$8$EƀH$If^h XW & F$h$7$8$EƀH$If^h 8 & F$h$7$8$H$If^h 8364r44a550N & FU$EƀIf h  & FU$If h$If & Fh$7$8$H$If^h XW & Fh$7$8$EƀH$If^h Xa556667$88899`999t::;;X;d<<W=X=Z===========T>?@V@@A䠘눈|woj                %   %   %   %   %   %   %    %                U   U  '56667=71$If$Ifs$$IfTO4\x  ])8YYY-4 Oa N & FU$EƀIf h7$888QO & F $7$8$EƀH$IfO & F $7$8$EƀH$If & F $7$8$H$If899`9991W & F%h$7$8$EƀH$If^h 8 & F%h$7$8$H$If^h 8$If $7$8$H$IfO & F $7$8$EƀH$If9t::QW & F%h$7$8$EƀH$If^h 8W & F%h$7$8$EƀH$If^h 8:;;X;d<<W=5W & F%h$7$8$EƀH$If^h 8 & F%h$7$8$H$If^h 8$IfW & F%h$7$8$EƀH$If^h 8W=X=Z======h77$IfC$$IfTO4@x 8-   -4 Oa $If s$$IfTO4\x  ])8YYY-4 Oa ======8z7C$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4@\x  ])8   Y   Y   Y   -4 Oa $If=====Q>S>T>?@R@S@U@V@AAA BBBBBCC?C@CACGCCCCEEEEEEvGGGG(HHHHHII.I/I:I;I*B*CJphCJ5B*OJQJph5OJQJeh@r@56B*OJQJph5B*CJph B*CJph56B*CJOJQJph56B*CJOJQJmHph7==T>?@V@@AEO & F $7$8$EƀH$IfO & F$7$8$EƀH$If & F $7$8$H$If$If$IfAABeBBC>C?C@CACGCCCmDEEENF|FFvGG)HqHHHHHHIIII&I.I/IC?C@CXMG$If $7$8$H$IfO & F`$7$8$EƀH$IfW & F&h$7$8$EƀH$If^h @CACGCCC0e & Fg$7$8$H$If^`  $If$Ifs$$IfTO4\x  ])8YYY-4 Oa CmDEEENFk & FDh$7$8$H$If^h 8$If & Fg$7$8$H$If^`  \ & Fg$7$8$EƀH$If^`  NF|FFQW & FDh$7$8$EƀH$If^h 8W & FDh$7$8$EƀH$If^h 8FvGG)HqHDO & Fd$7$8$EƀH$If & Fd$7$8$H$If$IfW & FDh$7$8$EƀH$If^h 8qHHHHHH1//s$$IfTO4\x  ])8YYY-4 Oa $7$8$H$IfO & Fd$7$8$EƀH$IfHIIII&I.Ih$If@$$IfTO4@x 8-   -4 Oa $If .I/IT?TTVVEVFV`VaVVVVVVV֬}rrB*CJOJQJphCJ5OJQJeh@r@56B*OJQJph6CJ5B*CJOJQJph 5CJOJQJeh@r@5B*CJph56B*CJOJQJmHph56B*CJOJQJph5>*B*CJph B*CJph5B*OJQJph,eKLLLMMMNN NNN OOO(PP.QkQQ[RRRLST?TTUaUú욒|skc[S    '   '   '          (  '   '    '                       E    E        eKLLL_U $If^O & F $7$8$EƀH$IfO & F $7$8$EƀH$IfLMMQW & FEh$7$8$EƀH$If^h 8W & FEh$7$8$EƀH$If^h 8MMNN NN4?9- $If^$If@$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4 \x  ])8YYY-4 Oa NN OOO;W & Fh$7$8$EƀH$If^h 8 & Fh$7$8$H$If^h 8W & Fh$7$8$EƀH$If^h 8O(PP.QQG $If^W & Fh$7$8$EƀH$If^h 8W & Fh$7$8$EƀH$If^h 8.QkQQ[RRQO & F($7$8$EƀH$If & F'$7$8$H$IfO & F'$7$8$EƀH$IfRRLSTQG $If^W & Fh$7$8$EƀH$If^h 8W & Fh$7$8$EƀH$If^h 8T?TTUaUQO & F $7$8$EƀH$If & F'$7$8$H$IfO & F'$7$8$EƀH$IfaUUUVVVEVFVGVOVXV`VaVVVVVWWXX&Y[YBZZZF[[\\\\\5]]]M^^Żתד~yqi`                G   G    G  h   h    h                        %aUUUQW & Fh$7$8$EƀH$If^h 8W & Fh$7$8$EƀH$If^h 8UVVVEVFVGV=l7$IfC$$IfTO4@x 8-   -4 Oa $If s$$IfTO4\x  ])8YYY-4 Oa GVOVXV`VaVV>|2 $If^s$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa $IfG$EƀOsfIfVVVVWWDV & Fh$EƀIf^h  & Fh$If^h $If$IfC$$IfTO4@x 8-  %-4 Oa WXX&Y[YBZQG00 & Fh$If^  $IfV & Fh$EƀIf^h V & Fh$EƀIf^h VX"Y#Y$Y&YZYZZC[E[F[~[\\\\\M^^^*_+_S_U_V_d``````aa.a5a6aaaaAbbbb^c_c`czcccccc{f|f}ffffƿ߿߿߿߿߿56B*CJOJQJphB*CJOJQJphCJOJQJ5B*CJph B*CJph6CJ 6OJQJ5OJQJeh@r@5B*OJQJph56B*OJQJphB*OJQJph:BZZZF[[\r & FG$7$8$H$IfO & FG$7$8$EƀH$If $If^$If  & Fh$If^ \\\\\<460$If$Ifs$$IfTO4\x  ])8YYY-4 Oa O & FG$7$8$EƀH$If\5]]]QO & F$7$8$EƀH$IfO & F$7$8$EƀH$If & F$7$8$H$If]M^^dK & F$EƀIfO & F$7$8$EƀH$If^*_+_V_z_&`d``````````aaa.a/a5a6aaAbbc^c_c`czc{cccBddeeezf{f|f}f~ffffffffffffgUg񭨠                   *   *    *      ~  m   m    m      8^*_+_V_z_&`@O & Fm$7$8$EƀH$If & Fm$7$8$H$If$If $7$8$H$IfO & F$7$8$EƀH$If&`d```d^$IfK & F~$EƀIfO & Fm$7$8$EƀH$If```````?h9$If@$$IfTO4@H--   -4 Oa $If s$$IfTO4\x  ])8YYY-4 Oa ``aaa.a/a|z9@$$IfTO4@H--  %-4 Oa $If^s$$IfTO4@\=H-   Y   Y   Y   -4 Oa$If/a5a6aaAbbc^cEO & F*$7$8$EƀH$If & F*$7$8$H$If $If^L$7$8$EƀH$If$If^c_c`czc{cclz9 3$If@$$IfTO4@H--  %-4 Oa $If^s$$IfTO4 \=H-YYY-4 Oa$IfccBddeGO & F$7$8$EƀH$IfO & F$7$8$EƀH$If & F$7$8$H$If $If^eee_O & F$7$8$EƀH$IfO & F$7$8$EƀH$Ifezf{fcL$7$8$EƀH$IfO & F$7$8$EƀH$If{f|f}f~fffDBB8 $If s$$IfTO4\=H-YYY-4 OaG$EƀIffffffffhEls$$IfTO4@\x  ])8   Y   Y   Y   -4 Oa $If@$$IfTO4@x 8-   -4 Oa fffffgRgTgUg[gcggiLjNjOjjllllllRmoooo%p&p_q r r rrrsssstt,t-t3ttttt³­³žͳ͞³͞³ž֐zB*OJQJphOJQJeh@r@6B*OJQJphCJ6CJ6B*OJQJph 6OJQJ5OJQJeh@r@5B*OJQJphB*OJQJph5B*CJph56B*CJOJQJph B*CJphB*CJOJQJph0ffffgUgg h|@N & FX$EƀIf h  & FX$If h $If^$If$If@$$IfTO4@x 8-  %-4 Oa $If^Ugg hhQiiiOjj.kk)lllllTmmmnoo'p[pp_q rrssssȖ~vqid_ZRP  H    H      -  ,    ,                                  X   X   X   X   X    X  hhQiiTN & FX$EƀIf h  & FX$If hN & FX$EƀIf hiiOjj.kZH & F $7$8$H$If qS & F $7$8$EƀH$If q$IfK & FX$EƀIf.kk)l_O & F $7$8$Eƀ!H$IfO & F $7$8$EƀH$If)lllllww*xxxryyzz1{{{{|| }}}}C~ƾ}umh` 1    1     0    0  .   .   .   .   .    /   /   /    /   .                  %ssssstth$If@$$IfTO4@x 8-   -4 Oa $If tt,t-t3ttx?P93$If$If@$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa tNuuvvvv>wwO & F/$7$8$EƀH$If & F.$7$8$H$If$If & F$7$8$H$If & F$If htvvvvvvxoypyqyry{{{{||}}}}}}}134fDE^_}~ǼǼǰ~~pp56B*CJOJQJphB*CJOJQJph6CJ5OJQJeh@r@5B*OJQJph6B*CJphPJeh@r@5eh@r@6PJCJeh@r@5CJeh@r@5B*CJph56B*CJph B*CJphCJ'w*xx_O & F/$7$8$EƀH$IfO & F/$7$8$EƀH$IfxxryyYO & F.$7$8$EƀH$If$IfO & F/$7$8$EƀH$Ifyzz_O & F.$7$8$EƀH$IfO & F.$7$8$EƀH$Ifz1{{_O & F.$7$8$EƀH$IfO & F.$7$8$EƀH$If{{{||0O & F0$7$8$EƀH$If$If$Ifs$$IfTO4\x  ])8YYY-4 Oa | }}}}C~_YKK & F1$7$8$H$If$IfO & F$7$8$EƀH$IfO & F0$7$8$EƀH$IfC~~4gdDEFNV^_}~ł.3~E1NŽŹŶ陔|wrjb L   L    L   K  6   6   6    5   4   6                   J    J  I    I       3   2 &C~~_O & F3$7$8$EƀH$IfO & F2$7$8$EƀH$If4gYK & FI$7$8$H$IfO & FI$7$8$EƀH$If$IfO & F$7$8$EƀH$Ifd_O & FJ$7$8$EƀH$IfO & FJ$7$8$EƀH$IfD<::0 $If s$$IfTO4!\x  ])8YYY-4 Oa O & F$7$8$EƀH$IfDEFNV^_hE|s$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa $If@$$IfTO4@x 8-   -4 Oa _}~ł.3@O & F$7$8$EƀH$If & Fh$7$8$H$If^h $If$If@$$IfTO4@x 8-  %-4 Oa $If^‚ĂłABDEJKMNv|‰(hjki adЏяݏޏ$ĻġИĬĬЍ}}טoИk6PJ56B*CJOJQJphCJ6CJ6B*CJph5B*OJQJph5B*CJph6B*OJQJph5OJQJeh@r@B*OJQJph56B*OJQJph B*CJphB*CJOJQJph 5CJOJQJeh@r@5B*CJOJQJph(3~E_YK & F4$7$8$H$If$IfO & F6$7$8$EƀH$IfO & F$7$8$EƀH$If1_O & F6$7$8$EƀH$IfO & F5$7$8$EƀH$If1N_YK & FK$7$8$H$If$IfO & F6$7$8$EƀH$IfO & F6$7$8$EƀH$IfQO & FL$7$8$EƀH$If & FL$7$8$H$IfO & FL$7$8$EƀH$Ifuv|‰(kɋ>i Sގ`abcdȏЏяݏޏ'JXûﳫ|wog :   :              9   9   9   9   9   9   9    9   8   7     J   J     L  (uv|‰<6, $If$Ifs$$IfTO4\x  ])8YYY-4 Oa O & FL$7$8$EƀH$If‰(kɋ>9O & F8$7$8$EƀH$If & F7$7$8$H$If $IfO & F$7$8$EƀH$If & FJ$7$8$H$If>_O & F9$7$8$EƀH$IfO & F9$7$8$EƀH$Ifi SUG & F9$7$8$H$IfO & F9$7$8$EƀH$If $IfO & F9$7$8$EƀH$IfSގ_O & F9$7$8$EƀH$IfO & F9$7$8$EƀH$Ifގ`abcd<:::s$$IfTO4\x  ])8YYY-4 Oa O & F9$7$8$Eƀ H$IfdȏЏh$IfC$$IfTO4@x 8-   -4 Oa $If Џяݏޏ4=7$IfC$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa $&'GIJ*,- ]_`npqr()45;ȜɜʜwxJKhijbȡΡ ø޸ޖ56B*CJph5>*B*CJph56B*CJOJQJphB*CJOJQJphCJ6CJ5OJQJeh@r@OJQJ5B*CJph6PJ B*CJphPJ5eh@r@9'Js & F:$7$8$H$If$5$7$8$H$IfO & F$7$8$EƀH$If & F$7$8$H$If$5$7$8$H$IfX-b_OA & F:$7$8$H$If$5$7$8$H$IfO & F:$7$8$EƀH$IfO & F:$7$8$EƀH$IfX-b `8֕pۗKr) ()45;ƾyqmiiiie    &   O   O    O  =   =   =   <   <   :   ;   ;   ;    ;    :   :    :  &b `<6&$5$7$8$H$If$Ifs$$IfTO4 \x  ])8YYY-4 Oa O & F:$7$8$EƀH$If`8֕QO & F;$7$8$EƀH$IfO & F;$7$8$EƀH$If & F;$7$8$H$If֕p6O & F<$7$8$EƀH$If & F:$7$8$H$If$5$7$8$H$If $7$8$H$IfO & F;$7$8$EƀH$IfpۗK_O & F=$7$8$EƀH$IfO & F<$7$8$EƀH$IfKr)_OA & FO$7$8$H$If$5$7$8$H$IfO & F=$7$8$EƀH$IfO & F=$7$8$EƀH$If)_O & FO$7$8$EƀH$IfO & FO$7$8$Eƀ H$If533s$$IfTO4\x  ])8YYY-4 Oa W & F&h$7$8$EƀH$If^h  (h$If@$$IfTO4@x 8-   -4 Oa $If ()45;0?L9$If@$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa ;ʜxK+W & Fp$7$8$EƀH$If^p  & Fp$7$8$H$If^p W & Fp$7$8$EƀH$If^p $5$7$8$H$IfʜxKjab>~ơǡȡΡDkLզ֦צئڦ,-ºǰǫڋ~vqiaǰ]  &   &    [      >  &   &               P   P    P   &   &               #KjKW & F&h$7$8$EƀH$If^h $IfW & Fp$7$8$EƀH$If^p ab\V$IfL$7$8$Eƀ+|H$IfW & F&h$7$8$EƀH$If^h >~_O & FP$7$8$EƀH$IfO & FP$7$8$EƀH$If~ơǡȡΡ,<&$Ifs$$IfTO4\x  ])8YYY-4 Oa $5$7$8$H$IfO & FP$7$8$EƀH$If jkKLԦצڦ,-FGRSY§ħŧ֨רIJBCEFO!"$%JKȽ˽˜ԓ>*B*CJph56B*CJph6B*CJph56B*CJOJQJphB*CJOJQJphCJ5B*CJph6CJ5OJQJeh@r@OJQJ B*CJph5CJeh@r@:ΡD1S & Fp$7$8$Eƀ H$If^pS & Fp$7$8$EƀH$If^p & Fp$7$8$H$If^pP$5$7$8$H$If^PkL5W & F>h$7$8$EƀH$If^h  & F&h$7$8$H$If^h W & F&h$7$8$EƀH$If^h $IfLզ֦v $7$8$H$If & F&h$7$8$H$If^h $If & F[$7$8$H$IfS & Fp$7$8$Eƀ H$If^p֦צئڦ,-.?h9$If@$$IfTO4@x 8-   -4 Oa $If s$$IfTO4\x  ])8YYY-4 Oa -.6>FGRSYŧMרJxê9īFϬ%ծ8ļ򜔌|tld\             ?   ?   ?   ?   ?   ?   ?   ?   ?   ?   ?         ?    ?     #.6>FGRS0z98@$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa $IfSYŧMרFN & F$EƀIf h & F?$7$8$H$IfO & F?$7$8$EƀH$If$If$IfרJxZL & F?$7$8$H$IfO & F?$7$8$EƀH$If$IfN & F$EƀIf hxê9_O & F?$7$8$EƀH$IfO & F?$7$8$EƀH$If9īF_K= & F?$7$8$H$IfP$5$7$8$H$If^PO & F?$7$8$Eƀ H$IfO & F?$7$8$EƀH$IfϬ_O & F?$7$8$Eƀ H$IfO & F?$7$8$Eƀ H$If.T($Ifs$$IfTO4\x  ])8YYY-4 Oa  & F?$7$8$H$IfO & F?$7$8$Eƀ H$If%ծMN & F$EƀIf hN & F$EƀIf hH$5$7$8$H$If^Hծ8`LF$IfP$5$7$8$H$If^PO & F$7$8$EƀH$IfN & F$EƀIf hKJeO׳56789ôĴʴt^Ohļ|tld\              @      !              ?   ?   ?   ?    >   >   >   >   >  $K9X & F>h$5$7$8$EƀH$If^h  & F>h$7$8$H$If^h W & F>h$7$8$EƀH$If^h Ke689ôĴʴ r^eghȹ ߻=>?7Ļۢۢۢۢۢۢ56B*OJQJph6B*CJph6CJ5B*OJQJph56B*CJOJQJph5B*CJphB*CJOJQJphCJ6B*CJph5OJQJeh@r@OJQJ>*B*CJph B*CJph6JMG$IfX & F>h$5$7$8$EƀH$If^h X & F>h$5$7$8$EƀH$If^h eO׳5QO & F?$7$8$EƀH$If & F?$7$8$H$IfO & F?$7$8$Eƀ H$If56789|r $If  5$7$8$9DH$s$$IfTO4\x  ])8YYY-4 Oa hEs$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa $If@$$IfTO4@x 8-   -4 Oa ôĴʴtpTF & F $7$8$H$IfO & F $7$8$EƀH$If$9DIf$If@$$IfTO4@x 8-  %-4 Oa $If^_O & F $7$8$EƀH$IfO & F!$7$8$EƀH$If^OWI & F $7$8$H$IfO & F $7$8$EƀH$If$9DIfO & F@$7$8$EƀH$IfOh_W$9DIfO & F $7$8$EƀH$IfO & F $7$8$EƀH$Ifhʹ ߻?s7}(|b <=CļԬԆ}tkgcccc_                @   @   @   @   @   @   @   @   @         R  Q   Q    Q %hʹQO & FQ$7$8$EƀH$If & FQ$7$8$H$IfO & FQ$7$8$EƀH$If ߻_O & F $7$8$EƀH$IfO & FR$7$8$EƀH$If߻?l~.O & F@$7$8$EƀH$If$9DIf$Ifs$$IfTO4\x  ])8YYY-4 Oa s7QI$9DIfO & F@$7$8$EƀH$IfO & F@$7$8$EƀH$If & F@$7$8$H$If}QO & F@$7$8$EƀH$If & F@$7$8$H$IfO & F@$7$8$EƀH$If(|_WE & FX$7$8$H$If^X$9DIfO & F@$7$8$Eƀ H$IfO & F@$7$8$Eƀ H$If|bWS & FX$7$8$EƀH$If^XS & FX$7$8$EƀH$If^Xb-+s$$IfTO4.\x  ])8YYY-4 Oa $7$8$H$IfS & FX$7$8$EƀH$If^Xh$If@$$IfTO4@x 8-   -4 Oa $If  <=CLTKVXYXFHJV')* uwxz6 uwx.˼˸˼˼˦˵랓˼˸˼˸{6B*CJph3f56B*OJQJphPJ5eh@r@6PJ5CJ 6OJQJB*OJQJphCJ6CJ5OJQJeh@r@5B*OJQJph56B*CJOJQJph B*CJph5B*CJphB*CJOJQJph0 <=Ct?91$9DIf$If@$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa CVKGYZHJV*l z8ƾ|tld\TL                              Y   Y    Y  A   A   A   A            A    A  VQO & F $7$8$EƀH$If & FA$7$8$H$IfO & FA$7$8$Eƀ H$IfVKZR$9DIfO & F $7$8$EƀH$IfU & F $7$8$EƀH$If hGQO & FA$7$8$Eƀ H$If & FA$7$8$H$IfO & FA$7$8$Eƀ H$IfYVG & FY$9DIf hP & FY$9DEƀIf h$9DIfO & FA$7$8$Eƀ H$IfZH^O & F $7$8$EƀH$IfP & FY$9DEƀIf hHJV* r & F $7$8$H$If$If$Ifs$$IfTO4\x  ])8YYY-4 Oa l_O & F $7$8$Eƀ H$IfO & F $7$8$Eƀ H$Ifl z8_WII & F $7$8$H$If$9DIfO & F $7$8$Eƀ H$IfO & F $7$8$Eƀ H$If_O & F $7$8$EƀH$IfO & F $7$8$EƀH$If x/J'/78OPV= OD<Rº¶³쮦쌄|tld\ S   S   S   S   S   S    S  "    "  B   B    B                           $ x/WI & F $7$8$H$IfO & F $7$8$EƀH$If$9DIfO & F $7$8$EƀH$IfJ_Q & F $7$8$H$IfO & F $7$8$EƀH$IfO & F $7$8$EƀH$If.IJ78OPVNO9;<Q ?Igijnȹȵȹȹȹȵȹȵȹȵ CJOJQJB*OJQJph56B*OJQJph6CJ5OJQJeh@r@5B*OJQJph56B*CJOJQJphB*CJOJQJphCJ5B*CJph B*CJph9'?h99$If@$$IfTO4@x 8-   -4 Oa $If s$$IfTO4\x  ])8YYY-4 Oa '/78OP`z9@$$IfTO4@x 8-  %-4 Oa $If^s$$IfTO4@\x  ])8  Y  Y   Y   -4 Oa $IfPV=7S & FB$7$8$EƀH$If & FB$7$8$H$IfS & FB$7$8$EƀH$If$9DIf$If O_W$9DIfO & F"$7$8$EƀH$IfO & F"$7$8$EƀH$IfDWS & FS$7$8$Eƀ H$IfS & FS$7$8$Eƀ H$If<R?- & FS$7$8$H$IfS & FS$7$8$EƀH$If$9DIfh$9DIf^h`S & FS$7$8$EƀH$IfWS & FS$7$8$EƀH$IfS & FS$7$8$EƀH$IfK @I8j,n #()/4ļ삂    C   C   C   C   C   C   C   C   C   C   C    C    S    T 3K[Kh$9DIf^h`S & FS$7$8$EƀH$IfO & FT$7$8$Eƀ H$If @~&W & FCh$7$8$EƀH$If^h$9DIf$Ifs$$IfTO4\x  ])8YYY-4 Oa @I91$9DIfW & FCh$7$8$EƀH$If^hW & FCh$7$8$EƀH$If^h & FCh$7$8$H$If^h89W & FCh$7$8$EƀH$If^h & FCh$7$8$H$If^hW & FCh$7$8$EƀH$If^hj7W & FCh$7$8$EƀH$If^h$9DIfh$9DIf^h`W & FCh$7$8$EƀH$If^h,n9W & FCh$7$8$Eƀ H$If^hW & FCh$7$8$EƀH$If^h & FCh$7$8$H$If^h= C$$IfTO4@H--   -4 Oa $If s$$IfTO4\x  ])8YYY-4 Oa d0w$K$L$Ifl0s{ n t04 l4a $$IfK$a$ $$Ifa$ $$Ifa$$If ()45@AKLMNOVEF )*+.BCL¿¿¿¿¿¿»٦Ңҿ٦B*CJOJPJQJph 5OJQJB*CJPJph5CJ5B*CJph5CJOJPJQJnH;CJCJ CJPJnH;B*CJph B*CJphB*CJOJQJph5B*CJOJQJph5;B*CJOJQJph4 #()/45|0|0|0|0|0w$K$L$Ifl0s{ n t04 l4a $$IfK$a$45;@AGLMNOUVF l)*+,.BCDL%&,128=>DIJPUV\abhmntyz{|\澶 i   i   i     i   i   i    i    i   D5;@AGLMN|0tt|k $$Ifa$$IfK$w$K$L$Ifl0s{ n t04 l4a $$IfK$a$NOUVFpllf$If & Fi$&dIfP^ $Ifs$$IfTO4@\=H-   Y   Y   Y   -4 Oa l)*+,IGs$$IfTO4\=H-YYY-4 Oa$If & Fi$If^ 8 & Fi$&dIfP^ $If e$If^e,.BCDL% $$IfK$a$ $$Ifa$ $$Ifa$$IfC$$IfTO4@H--   -4 Oa $If  %&12=>IJUVabmnxyz{|Y[\#$%i5Mｴ奮彴Ƚ5;B*CJOJQJphOJQJB*CJPJph 5OJQJ5B*CJphB*CJOJQJph5B*CJOJQJph5CJOJPJQJnH;CJCJ CJPJnH;B*CJph B*CJph9%&,128=>DIJPUV\0||0||0||0||0| $$IfK$a$w$K$L$Ifl0s{ n t04 l4a\abhmntyz{|0|0tt|k $$Ifa$$IfK$w$K$L$Ifl0s{ n t04 l4a $$IfK$a$ {|\%mmmR & Fi$&dIfP^ 8 & Fi$If^ 8$If$Ifs$$IfTO4@\=H-   Y   Y   Y   -4 Oa\%j6N  %&,128ļ䴬    i   i   i   i   i   i   i   i   i   i   i    i   i   i  2%j6N & Fi$If^ 8 & Fi$&dIfP^ 8$If & Fi$If^ 8 & Fi$If^ = 7$IfC$$IfTO4@H--   -4 Oa $If s$$IfTO4^\=H-YYY-4 Oad0w$K$L$Ifl0s{ n t04 l4a $$IfK$a$ $$Ifa$ $$Ifa$$If  %&12<=>?@F{jXYtu~BCK'/GHWXcdop{|ȼߠ̛̠̠ȼCJPJ 5OJQJ5B*CJph5B*CJOJQJph5CJOJPJQJnH;CJCJ CJPJnH;B*CJph B*CJphB*CJOJQJph5;B*CJOJQJph=  %&,0||0||0||0||0| $$IfK$a$w$K$L$Ifl0s{ n t04 l4a,128=>?|0tt|k $$Ifa$$IfK$w$K$L$Ifl0s{ n t04 l4a $$IfK$a$8=>?@F{B#o?jGXYZ\tuv~CK'/9FWX^cdjopv{|򺲪 i     i   i   i   i   i   i   i   i   i     :?@F{B#d nTA & Fi$If^ 8 & Fi$&dIfP^  & Fi$If^ $If$Ifs$$IfTO4@\=H-   Y   Y   Y   -4 Oao?jGXYZZU s$$IfTO49\=H-YYY-4 Oa$If & Fi$&dIfP^  & Fi$If^  Z\tuv~CK'/9FW $$IfK$a$ $$Ifa$ $$Ifa$$IfC$$IfTO4@H--   -4 Oa $If   WX^cdjopv{|0||0||0||0||0| $$IfK$a$w$K$L$Ifl0s{ n t04 l4a|0|0tt|k $$Ifa$$IfK$w$K$L$Ifl0s{ n t04 l4a $$IfK$a$ |JK|iiiN & Fi$&dIfP^ 8 & Fi$If^ 8 $If^$Ifs$$IfTO4@\=H-   Y   Y   Y   -4 OaJKNCE         +    ,         .Q5<$zKRL  𴭴𴭴歜歜札6CJOJQJCJOJPJQJ CJOJQJ5CJOJQJ5B*CJOJQJphOJQJ 5OJQJB*CJOJQJph5CJCJ56CJOJQJ B*CJph5B*CJph=|JKFNEl               -     Q  + , ṱ呈vmd i  / i  . i  - i  , i  +     i  * i  ) i  ( i  ' i  & i  % i  $ i  #   i  " i  ! i  %KFNEl   $If & Fi$&dIfP^ 8 & Fi$If^ 8 $If^       =hC$$IfTO4@H--   -4 Oa $If s$$IfTO4\=H-YYY-4 Oa       -     zgggz & Fi$If^ 8$If$Ifs$$IfTO4@\=H-   Y   Y   Y   -4 Oa$If Q  + ,     snd $If  s$$IfTO4@ \=H-YYY-4 Oa$If & Fi$If^ 8,            .S456<$zJKLRL "竢 j   j   j   j    j   j   j    j  i  2 i  1     i  02       hC4 s$$IfTO4@\=H-   Y   Y   Y   -4 Oa$IfC$$IfTO4@H--   -4 Oa  .S456ZXs$$IfTO49 \=H-YYY-4 Oa & Fj;$If^; ; & Fi$If^ 8$If$If 6<$zJKLRc\ s$$IfTO4 \=H-YYY-4 Oa $If^ & Fj;$If^; ;$If$If RL ommc $If s$$IfTO4 \=H-YYY-4 Oa & Fj;$If^; ; $If^ "Hzq<?}~4y[   P!!!<">""""###'#V#W#p#q#w###s$$$ %\%%%%V&X&&ٺٸʸٺٸʸʸٸ5CJ556CJOJQJ 5OJQJ CJOJQJ5CJOJQJ B*CJph5B*CJphB*CJOJQJphCJ6CJOJQJGhC<s$$IfTO4@\=H-   Y   Y   Y   -4 Oa$IfC$$IfTO4@H--   -4 Oa"Hz6$If & Fj;$If^; ; & Fj;$If^; ; $If^$If Hz6q?~4y\ż}tkb j   j   j   j       j    j   j     j   j   j   j   j    j   j  $q?~ |i|i_i $If^ & Fj;$If^; ; $If^$Ifs$$IfTO4t\=H-YYY-4 Oa~=hC$$IfTO4@H--   -4 Oa $If s$$IfTO4@ \=H-YYY-4 Oa4y zggzg & Fj;$If^; ;$If$Ifs$$IfTO4@\=H-   Y   Y   Y   -4 Oa$If \  R!!l f\R $If^ $If^$Ifs$$IfTO4@ \=H-YYY-4 Oa & Fj;$If^; ; $5$H$If \  R!!>""##$#%#'#V#W#X#`#h#p#q#w##s$$% %\%%%%X&&'w((i))*t+񹰹๞񹕌zqh j  # j  " j  ! j   j   j   j   j   j      j   j   j    j     j  '!>""##$#%#'#V#ommc $If s$$IfTO4@ \=H-YYY-4 Oa & Fj;$If^; ; $If^V#W#X#`#h#p#q#hC s$$IfTO4@\=H-   Y   Y   Y   -4 Oa$IfC$$IfTO4@H--   -4 Oaq#w##s$$% %\%%%Ss$$IfTO4m\=H-YYY-4 Oa$If$If $If  & Fj;$If^; ; $If $If %%X&&'w((i))*t++-- & Fj;$If^; ;$If$If &'w(()**t++--------D..&///111T112p22 33Q3R3S3l3s3355l66777P899n::;;<<<+<2<<<w=x===>>????ýõýõý𬽬𬽬OJQJ7CJ5CJOJQJ 5OJQJ B*CJph5B*CJOJQJph5B*CJphB*CJOJQJphCJ5 CJOJQJCJOJPJQJDt++-------------D...'///111V112p22 3333R3S3T3\3d3l3m3s33Y4556ĻIJĩĠėю| j  / j  . j  - j  , j  + j  * j  ) j  (  j  '      j  & j  % j  $--------=h7$IfC$$IfTO4@H--   -4 Oa $If s$$IfTO4@ \=H-YYY-4 Oa------D...'// zgaWg $If^$If & Fj;$If^; ;$If$Ifs$$IfTO4@\=H-   Y   Y   Y   -4 Oa$If //111V112p22 33o4iccco$If$Ifs$$IfTO4@ \=H-YYY-4 Oa & Fj;$If^; ; $If^ 333R3S3T3\3d3l3h$IfC$$IfTO4@H--   -4 Oa $If l3m3s33Y4556l66778mmmmmc $If^ & Fj;$If^; ;$If$Ifs$$IfTO4@\=H-   Y   Y   Y   -4 Oa 6l667777R899n::;;;;<<<<#<+<,<2<<w=x==#>>>?\?????/@@*ArAA1B㽽~u j  < j  ; j  : j  9 j  8 j  7 j  6 j  5   j  4 j  3 j  2   j  1  j  0*777R899n::;;;;(mmmkk & Fj;$If^; ;$If$Ifs$$IfTO4@ \=H-YYY-4 Oa ;<<<<#<+<h$IfC$$IfTO4@H--   -4 Oa $If +<,<2<<w=x==#>>>?\??mmmmm & Fj;$If^; ;$If$Ifs$$IfTO4@\=H-   Y   Y   Y   -4 Oa ????/@@*ArAA1BBBB mmmmk & Fj;$If^; ;$Ifs$$IfTO4@ \=H-YYY-4 Oa$If ??/@*ArAA1BBBBBBBBBBBBBBBBBBBBBBlCmCzC{CCCCCCCCCCCDDDDDD2D3DF?FEFFFLFMFOFPFFFFF+G,G-G.G?G@GTGUG^G_GeGfGlGj5CJOJQJUmH5CJOJQJ0JCJOJQJmHCJOJQJmHjCJOJQJU CJOJQJ CJOJQJ0JCJOJQJj0JCJOJQJUAFQFFFF,G-GqGGGG;HSގdЏb`֕pK)(;K~ΡL֦.Sרx9ծ5Oh߻|bVHl'P@5N,%\{,?ZWK     6R~!V#q#%--/3l37;+<?BFKK     !"$%&'()+,-.012345679:<=>?@ABCDEGHIJLMNOQRSTUVWXY[]^_`abcdfghijklmnprstuvwxyz|} ",a5AeKaU^UgsC~X-hC4\8, \t+61BK#/;FPZeq{Unknown RJennings Al Gonzalez#*13s0:AHKu ?T^elo!!!!!!!!!!@  @ (     W?FINAL DraftTimes New Roman    W?FINAL DraftTimes New Roman    W?FINAL DraftTimes New Roman    W?FINAL DraftTimes New Roman   W?FINAL DraftTimes New Roman   W?FINAL DraftTimes New Roman0(  B S  ?8\# $6uD%ur#u4&u ND%u-zu{8UA{8?@UA: AKellerman Rick Jennings Rick Jennings Rick Jennings Rick Jennings Rick Jennings Rick Jennings Rick Jennings RJennings Al GonzalezHGonzlez Machine:Users:al:Sites:eagle:classpages:documents:Math_GLEs.doc\      ` ''FJ }5m}.  t0 ]'8InqPt|0 ofTRuS5T:- 3&V x ue+] 4( 2 8}r nk 4Va( - 9\k~H] Qܽ-,5K0Jz~=B\mj4d8ZN\CR6bg8I2ŸI1\B d&*}='  .K!} R6!]h/"6"Wg#\d('8IR'(\1(8I^(,(J )ŸIz*ZL(j^+8If+8IF-ŸIe/ŸIy08I\1a+2ŸIAA2\2XDNa"2\I28IL4\05< x2\6\w78I*8ŸI;Z<0 =8I}>ŸI$,?AW[@8IJ?nB8IKDnDV~>EğiRFƟ&HDGV~%{Ir]1K\N:Ltւ6$MŸIJM8}RMafoO"@i}O\.RQŸI,Q\LW1S\UDMc8I#e8g7f8Iff\ fŸI(gŸIbkJk@;mT:-$UnT@n!"yq 5YNr\z$\y:{\W}\6}0r&i;~0 hR~\/6v؟* hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo( ^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJ QJ o(hH@xh h^h`OJQJo(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH @xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(h88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.@xh h^h`OJQJo( ^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJ QJ o(hHhhh^h`OJQJo(hH ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH. @xh h^h`OJQJo(h88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh 88^8`o(hH.h^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hHh88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH @xh h^h`OJQJo(h 88^8`hH.h ^`hH.h  L ^ `LhH.h   ^ `hH.h xx^x`hH.h HLH^H`LhH.h ^`hH.h ^`hH.h L^`LhH.h hh^h`OJQJo(h 88^8`o(hH.h ^`OJ QJ o(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJ QJ o(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(@xh h^h`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJ QJ o(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJ QJ o(@xh h^h`OJQJo(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.@xh h^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo( ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@xh h^h`OJQJo(h88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhh^h`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJ QJ o(hH h^h`o(hH.^`OJQJo(hH pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJo(hHh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h  ^ `o(hH.hXX^X`OJQJo(hHh (L(^(`LhH.h   ^ `hH.h   ^ `hH.h L^`LhH.h hh^h`hH.h 88^8`hH.h L^`LhH.@xh h^h`OJQJo(h^h`CJaJo(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh R^R`OJQJo( h^h`o(hH.h^`OJQJo(hH pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(hh^h`CJaJo(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(hh^h`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJ QJ o(hH@xh h^h`OJQJo(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.@xh h^h`OJQJo( @xh h^h`OJQJo( @xh h^h`OJQJo(h8t^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(hh^h`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJ QJ o(hH@xh h^h`OJQJo(h ^`hH.h   ^ `o(hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(h^h`CJaJo(hH.@xh^`CJOJQJaJo(hH pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@xh h^h`OJQJo(h ^`hH.h^`OJQJo(hHh ^L^^^`LhH.h . . ^. `hH.h   ^ `hH.h L^`LhH.h ^`hH.h nn^n`hH.h >L>^>`LhH.@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(h^`OJQJo(hHh ^`o(hH.hpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hH@xh h^h`OJQJo(hh^h`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJ QJ o(hHhh^h`B*OJQJo(phhH^`o(.  ^ `OJ QJ o(hH  ^ `OJQJo(hHxx^x`OJQJ^Jo(hHoHH^H`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(h88^8`OJQJo(hHh ^`o(hH.h  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(h^`OJQJo(hHh^`56o(hH.hpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hH@xh h^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo( @xh h^h`OJQJo(@xh h^h`OJQJo(@xh h^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@xh h^h`OJQJo( h^h`o(hH.h^`OJQJo(hH pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@xh h^h`OJQJo(@xh h^h`OJQJo(hh^h`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJ QJ o(hH@xh h^h`OJQJo(@xh h^h`OJQJo(h hh^h`o(hH.h88^8`OJQJo(hH ^`o(hH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.2(@zWTc/6v#ek K0"2Bw7Pt|9Isx`x2\6y0W}1(hR~bgTpLW1S"yqbk.RQ(Ly5YNrd('_AzDMcF-1]'Wg#j^+}>ofZa0V6$M[_1Fw )7f*8(f+zLfgt&'4MNZ~%&2[\ op-2?KLNScdfk}~Y!B$C$I$4&(())) *****'*(*?*@*F*+r.00013666_6`6a6i6q6y6z66668Q:<<<>7@AAAAAAAAAAAABCCEFFFFFEI LNNNOOOOO!O"O@OAOGOaQSbUcUiUWWoYpYsYYYYYYYYYYYY[ \!\;\<\B\;_<_=_>_A____________bXeYe_eg jjlklnllllllllllloqAtBtHtKvxzzz{{{{{{ {>{?{E{}67=*!"%wxy̌͌ӌKyz}ϔДєٔٗ#| äZ|ABCKS[\űp{|ƻǻȻлػ½_uv| !'   ' !&'-239>?EJKLMT y;)*-EFG ()/45;@AGLMSXY_dekpqw|}~rsvfjkmZ K# s t w          |OPSjklt|lms'()19ABHDH W#X#Z#########$k%&&&'A((((#)$)%)-)5)=)>)D)*=,---.?011111111112I3{455567y8z8UA@00WNN00IX/0wwTA @6p@@@ GTimes New Roman5Symbol3 ArialMSimSunCourier New3TimesG  MS Mincho-3 fg9Palatino5 Tahoma? Courier New;Wingdings"hMFXF&3-%>d@20dk<wz8 2qH1 Rick Jennings Al Gonzalez Oh+'0  4 @ L Xdlt|'1ssRick JenningsoickickNormaln Al Gonzalez3 GMicrosoft Word 10.1@ @ʐ@y^@^3- ՜.+,D՜.+,, hp|  'ne%k<r 1 Title8_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName'ȶll Math GLEsilAKellerman@ospi.wednet.edurArlene Kellermanedn  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVXYZ[\]^`abcdefmRoot Entry F"[]oData 1Table,WordDocumentSummaryInformation(WDocumentSummaryInformation8_CompObjX FMicrosoft Word DocumentNB6WWord.Document.8