ࡱ>  v"bjbj ԏ2CN N 8D!E(() 5EEEEEEEHJhE="==E&E=XE=E=0@0mJlX>$EE0E>)K)KH@@)KB=======EE===E====)K=========N W:  Math Lesson: Compare and Order NumbersGrade Level: KindergartenLesson Summary: The teacher will begin by making sure that students are able to write the numbers 1-10 in order and are also able to identify the smallest and largest numbers in the sequence. Students will then learn how to use symbols and terms to compare numbers and how to order numbers. Advanced learners will play a comparing numbers game. Struggling learners will use pictures to help them compare and order numbers.Lesson Objectives: The students will know How to use terms and symbols to compare and order numbers 1-10. The students will be able to Use terms and symbols to compare and order numbers 1-10. Learning Styles Targeted:  FORMCHECKBOX  Visual  FORMCHECKBOX  Auditory  FORMCHECKBOX  Kinesthetic/Tactile Pre-Assessment: Give each student a piece of paper and a pencil. Ask students to write the numbers 1-10 in order. Walk around to make sure that students are able to do this. After students have finished, ask students to circle the smallest number in the list. Have students hold up their papers so that you can check that students circled 1. Ask students to put a box around the largest number in the list. Have students hold up their papers so that you can check that students boxed 10. Go over the correct answers, if necessary. Whole-Class InstructionMaterials Needed: 7 index cards, tape, writing utensils, 1 copy of page 1 of the Guided Practice* per student, 1 symbol from page 2 of the Guided Practice* per student, a document camera connected to a projector, 1 copy of the Independent Practice* per studentProcedure: Tell students that today they are going to be looking at the numbers 1-10 and learning how to compare them and put them in order. Choose 6 students to stand in the group in the front of the class. Choose another 7 students to stand in a second group in the front of the class. Make sure that these groups remain separated. Ask students how many people are in each group, and elicit responses from students. Ask students which group is larger. Again, elicit responses, making sure students understand that the group of 7 is larger. Write the words less than on the board. Challenge students to think of a sentence that uses these words to describe the two groups of students. Elicit responses, leading students to understand that the group of 6 is smaller than the group of 7. Write the words more than on the board. Challenge students to think of a sentence that uses these words to describe the two groups. Elicit responses, leading students to understand that the group of 7 is more than the group of 6. Write the words equal to on the board. Challenge students to think of a sentence that uses these words to describe the two groups of students. Elicit responses, leading students to understand that the two groups are not equal to one another. Explain to students that mathematicians have special symbols that they use to mean the terms less than, more than, and equal to. Tell students that they probably already know the symbol used to mean equal to. Ask students to identify the symbol. Draw a = on the board by the term equal to. Teach students the two symbols used to mean less than (<) and more than (>) on the board. Draw a < on an index card, and place some tape on the back of it. Write the numbers 2 and 8 on the board beside one another. Ask students which number is larger. Place the symbol correctly between the two numbers, and tape it to the board. Show students how the symbol looks like an open mouth that is eating the larger number. Explain to students that thinking of the symbol like an open mouth will help them to know how to place the symbol. Repeat this process for the following pairs of numbers: 1 and 7, 6 and 2, 10 and 4, and 3 and 1. Give each student a copy of page 1 from the Guided Practice and 1 symbol from page 2. Have students look at the first pair of numbers, 7 and 3. Show students how to manipulate the symbol by rotating it so that it could mean more than or less than. Have students place the symbol in between the two numbers to compare them. Walk around to make sure that students used the symbol correctly. Reteach, if necessary. Repeat this process for the remaining pairs of numbers. Take up Guided Practice pages and symbols from students, and tell them that numbers can also be put in order. Write the numbers 2, 6, and 10 on index cards, and place them under a document camera. Tell students that you want them to think about how to place them in order from smallest to largest. Ask students which number of the three is the smallest. Elicit responses, and place the 2 first in the list. Ask students to look at the remaining two numbers and find the next smallest. Elicit responses, and place the 6 next to the 2. Make sure students understand that the 10 is the largest numbers and should be placed last in the series. Repeat this process for the numbers 3, 4, and 8. Give each student a copy of the Independent Practice, explain the directions, and allow students to work independently. Advanced LearnerMaterials Needed: 1 set of pre-cut numbers placed in an envelope from the Advanced Learners Activity* per student, 1 recording sheet from the Advanced Learners Activity* per student, writing utensilsProcedure: Put students in pairs, and give each pair a recording sheet and an envelope of numbers from the Advanced Learner Activity. Tell students that each person will pull out one number from his/her envelope. Both partners will record the two numbers on the recording sheet. The students should work together to draw in the appropriate symbol, <, >, or =. Remind students that the symbol should look like an open mouth eating the larger number. After students have recording both numbers and compared them, they should return the number cards to the envelope and repeat. When students understand what to do, allow them to work in their pairs.Struggling LearnerMaterials Needed: 1 copy of the Struggling Learner Independent Practice* per student, 1 copy of the Struggling Learner Independent Practice* to project under a document camera, a document camera connected to a projector, writing utensilsProcedure: Give each student a copy of the Struggling Learner Independent Practice, and project a copy of it under a document camera. Explain to students that they will be looking at a pair of numbers with pictures provided. They should use the pictures to help them decide which of the numbers is larger and then circle that number. Do 1-2 examples as a class, and then allow students to work independently. *see supplemental resources     Copyright 2010 Study Island - All rights reserved. *+78DEFUV ƹxibRE9hCJOJQJaJh5CJOJQJaJhq/h1jy5CJOJQJaJ hq/h1jyhvQh1jyCJOJQJaJhvQhZCJOJQJaJhP/CJOJQJaJhvQCJOJQJaJhvQ5CJOJQJaJh+5CJOJQJaJh(5CJOJQJaJhq/h&CJOJQJaJh1jy5CJOJQJaJhq/hv!5CJOJQJaJjh{.UmHnHu+EF f] $IfgdI kd$$IflI0M*  t02e44 laytD $Ifgd7gdq/$a$gdq/ i       K [ ] ^ _ ` µ¦ufZNZB3hq/h7CJOJQJaJhqCJOJQJaJhECJOJQJaJhP/CJOJQJaJhZ56CJOJQJaJ"hq/hq56CJOJQJaJhq56CJOJQJaJhq/hq5CJOJQJaJh7h6ECJOJQJaJh6E5CJOJQJaJhq/h6E5CJOJQJaJ hq/h1jyhhrCJOJQJaJhI CJOJQJaJhn CJOJQJaJ    ^ _ ~ qq`Sq H$Ifgd7 & F H$Ifgd7 H$If^gdD H$Ifgd6Eokd$$Ifl7* t02e44 laytVf` ~ ʺygZEg5hB>h%5CJOJQJaJ(jhP/5CJOJQJUaJhP/5CJOJQJaJ"jhP/5CJOJQJUaJh\huw5CJOJQJaJhuw5CJOJQJaJh.CWhuw5CJOJQJaJh^j5CJOJQJaJ hq/hqhq/h75CJOJQJaJhqCJOJQJaJhECJOJQJaJhP/CJOJQJaJ"hq/hq56CJOJQJaJ~ qddRC H$IfgdB>K$$ H$Ifa$gdB>K$ H$Ifgduwokd.$$Ifl* t02e44 laytD  H$Ifgd7 & F H$Ifgd7      . / 0 1 2 7 A B Ʊӡƌӡ|uh[NBhECJOJQJaJhE5CJOJQJaJh5CJOJQJaJhca5CJOJQJaJ hq/huwh.CWhuw5CJOJQJaJ(jhP/5CJOJQJUaJhB>h%5CJOJQJaJ(j.hP/5CJOJQJUaJhP/5CJOJQJaJ"jhP/5CJOJQJUaJhB>h%CJOJQJaJh%CJOJQJaJ  / $ H$Ifa$gdB>K$ H$IfgdB>K$$ H$Ifa$gd%K$/ 0 1 & H$Ifgduwkd$IfK$L$Tl4ֈx r l xhh t2 2 2 44 laf4p<yt^jT1 2 G H$Ifgduwokd)$$Ifl* t02e44 laytuw F G H _ ` a r s 6efgqrstzn_XK<0h7CJOJQJaJh7hqCJOJQJaJh+5CJOJQJaJ hq/hqh7h+CJOJQJaJh2PCJOJQJaJhzCJOJQJaJh@CJOJQJaJhKeCJOJQJaJhvQCJOJQJaJhq/hq5CJOJQJaJ hq/h1jyhq/h1jy5CJOJQJaJh5CJOJQJaJ hq/huwhEhVfCJOJQJaJhCJOJQJaJG H ` $$Ifa$gdD okd$$Ifl* t02e44 laytVf` a f| $IfgdKezkdA$$Ifl* ` 02e44 lap ytD fgsuab  |s|j]T $Ifgdz & F $IfgdKe $IfgdKe $Ifgd & F $Ifgd $IfgdD lkd$$Ifl*02e44 laytD tuIjk  !#45>ĸĬ~qaQE9hLbYCJOJQJaJhvQCJOJQJaJhq/h75CJOJQJaJhq/h3n{5CJOJQJaJh3n{5CJOJQJaJ hq/hqhhECJOJQJaJhECJOJQJaJh0U=CJOJQJaJhzCJOJQJaJhXCJOJQJaJhKeCJOJQJaJhCJOJQJaJh694CJOJQJaJhECJOJQJaJh+CJOJQJaJ "sg $$Ifa$gdD lkdv$$Ifl*02e44 laytvs $IfgdE $Ifgdz & F $IfgdKe"#| $IfgdLbYzkd $$Ifl* ` 02e44 lap ytD >Fstuvw x y ŹuhXL@قŹh/CJOJQJaJhvQCJOJQJaJhq/h+5CJOJQJaJh+5CJOJQJaJhu\5CJOJQJaJhq/h75CJOJQJaJh7h'nCJOJQJaJh%OCCJOJQJaJhvsCJOJQJaJh7CJOJQJaJh75CJOJQJaJ hq/h7h7h7CJOJQJaJhLbYCJOJQJaJhiCJOJQJaJu| & F$Ifgd'n $Ifgd$@lkd$$IflL*02e44 laytD uv $$Ifa$gdD lkd?$$Ifl*02e44 laytvsx | $Ifgd$@zkd$$Ifl* ` 02e44 lap ytD x y ""| & F$IfgdSx $Ifgd$@lkd $$IflK*02e44 laytD  """1"2"3"5"6"8"9";"<">"r"s"t"u"v"ȸ~hE(h"hE5B*CJOJQJaJph(h\7 hE5B*CJOJQJaJphhDjhDUhKhK5CJOJQJaJh"gP5CJOJQJaJhq/h75CJOJQJaJh7hvsCJOJQJaJhSxCJOJQJaJ""2"4"5"7"8":";"=">"s"t"u"v"~$a$gd"gdEEgdplGlkd $$Ifl*02e44 laytvs21h:pzN/ =!"#$% n;OvIPNG  IHDR+0_BsRGB pHYs+;,IDATx^]yMҮV U:PT0?M 8Nli&c9`ǡ pB@$%zo}9{)sϮdߣwޙof|O&=9 0@9 |~=:a ra@` 'rt@9 0@N~5rasρҩD;bD(*-)90@9 0`Khgޣw\wd]]]{g8릏D2LPPPWUtg3lheN,h1ra X!x|u;EH"EFSj#W/\tY󇏩Ή 0@p+567nhlR|)cnj0⬊QCC~!KښZ[[Z:{׮ǏF"i0/?C@1%:L:“JƳNٳbŊm |GΚ=gѹ_m9Yᴵt'ӎgO/e YBV>k[\ U >ᦛ&|3fҩL&]W粣%KhHsOOˇ̚%+%ad43^іOb.dy.rу?ִu m,Ç)֚LY1`;e9L:i>Y;skZЅu zAp3D{ :kV $H%f~}3dW#fDұXƍF%cRo4 뭲NTAbJ A4QeGBi$ݶgρ;f xtY,-5Ҷ O4|ئ,(;v]w HkދCb˗^a7z^{cˉžS `y. G(mLme(jy3@W Dd7\rǮ=egOqŕWM9]-x^wn-Psfݜ곍v}}=ԛoV2|]q~9K>~衏|ж>${Ö-=RD#5wܱ]U$+tc@Ǎ3A:d@&Pxp.둝MVzx|ر&!zE +ƙo/|)b@J 8'~2K 5Uy6{'>j y_jU?ս>x0I#GXz۹_c$Pvκڲ Y X1$&jV*թ= x(_D4SK _Zu F1=;Ne+VTURMHnP5~%CP%*N={İ-H׆mLۥ]Mv錸Lg05 Х2x~=qE ?~;wnV"~fqEz|Lە=?VWW/~[o~[߲^:'[ XCor  BqeP4˗j [}Y 3 xx Rp@*өk䗲g3m}5Q0P^=@[S˶jMDkM2Ize#,w~i醧ɓl۶>[gRXE+e٩6 .3< ,_ 9 ˛Ȥm˖y󝵥C?q/QuWpVg÷mDu&wVf7d&9q"*g&yf%B >Æam!y}.\n N蝶bG#>ty1eǶ؎嗾/3jĉikC7#T#+V&3&LİjʜOɹpDU0iL*K/ }[~Q4 /kj>5E]^wM] 0fQ!#qjnX,O ܿ|/!I |`zp%1l>0 ͻYt=O>%C}ݮ䅁o{oa?j޶Ѐ/j4z]| TZL?K_U4)|p G;!L'R)f_vOr;&0[X")'zΈ j"qpn/Oyt\ N8l @(TQH9 l7 ( 6 2ݯ 06=TRiBDP{Ky{{;5,.D"߸X_Vz2=p$Nć7A 9["X2<4ԗLpI_b,8a QLgL@lGŢ sJ~7oFD%Yg.LT쯞ηyg}k_///W;ĹVgX"gTM#7 ='_Ћkݾ5$ {:>]%|x"¿vƱVS',NZ\粀#{5s|PBSLc!U8Tjpk۱%f6']3+y)7@=yyR c!a|>K gr\ii!+Tr,v-_޷:*Շ.T葳1c 0ݦFN.>|b)F)Z>(C켬ܬűUv40q 5n00Qcj{ S\RT;Ez-6V\F3TV :z]Ɔ@րTMRWGPM{ZryLTt<tj`\gw aH= ?v|wG>f'G̢Ieupwy#xK߻t¬3f^UшڡU?֣HK&_O0W\ue_Aa2äjn;ƮD}G3BÆQUKd=t0d2L#9RS(Lnг>/[ ,++2?vuÒ/#4ɜu˭j{# &oxW"zŔcOEc& BpM="#BtS]-R>|M/F=4k9}{'*f‰+mP<1ηLױ7j)[\ fMQ퉾Ml1LD2Ǔic%1A!);bGY:f=#5iV|Tkp=NDiR:zhk/|1AN]T٤sx4)QT/5魐X8>vuz 7"(;.| ,!oؠ{>Cl:ۗ0䌠Izyk3.\qM7btUPBAq`Ȃ_|gQ㼡Ӿ8j:8y*uLo>u2!y͑ ?؞=NMA쀒;)K*isL j|Jِ3,W;C#O 3S﹇㟈f9'~kK?YΥ/i7N ٥VVx4]  d( HV?ruS\մMu'OYZvreb2RIT@Z2w|iyFJ,!gK ۶rjY2OUgTHrr"50DZVIPH"W:J#3M>F9ըD@bтfX"ʸ֟zM666ٳfdB_v?>www]3R* %5]r%wW 8//^Y(}F&F2 F,^l,=<ğDW>:FcdW։i`ej3R%/)wEaP`Mnx9P z5I\SV!-([Y-3$CLa]3Vb|ePMy>?їD1pAt& 9!T*- ##Ea e W/d&+5r.ؗS&5BLѠ6DWOLwzXj]n++g^qο^t/, Dڬ9>pFm[nΎ|`\/$*"zƬhlgYQ3&DU ^]=HT !&uVw͎Йt[VnNַZup (`-cXeyn[ *pV$?Ot*%D: ! SDrMFˎ1[d7 jlDzDeΰ Ђj޶_QU}Z> Хfj+HSXVԙ|YT%=9n$J0-N@ ]ʁ / Dʯ]r1{qr0܂kb19ۅvz򒋒S18xmO3r4[,ܖ $a*T)8 -.ÞؿA/IVSD5~a֬k+ebE&(.rH4ړx= &i!A]˖]8V~k!j:3ZdkIm6M¦uL O .cX{XA`=WqIw$nݎc6TBڣ-qh^ggSSiq'ߓ5mYlĒ%,<T2ĺY;ӍT'q5D}wr e.7x 40%̌jdAԠ t:HusY^xh?Tj:* 'wc͚54O1Hpu1.yi[ [7ݔI$Qq&fk6Wة2YN0E^.jryp $HpmlZb #~"Sd2}sY6gJuD>@{hIE\yM$MRQP_*|k{}T2/m TT3|+{QzbbSBRV>ur&)A;rdb.Ig ]b+YIҡ8[N   1V] OF=׬ᖀGwߝ,Z!r?(,&vyYSͦCS'Հe ,^N%yg/F07SܥVʊ)6lvH$ 47Tx5/pn<HzB#CNhK6d.M|ZMY⧮#`Wg7uq]_?ܯo Q$ƷSK~C^KY '\3H L~u:6YvFW֡UI}nipsɛV0>",!NP A肤wvEwRbkE00Al_9x#r}A+T۝1/,mnE֑&޽ Qc.7c84;5go#:N猠 J ux1TVܥbhk %"9JV \Q*- Q؂B}s,d@S;$d!b6P頸mݭ,$o (@ v'G o{f(0ҵ2JYKl:g|0d ->4 hělIH$Yq%L䶎]f1ۑ#ḃb;Ku9V-lK{+afb:cv'=~(}ݿ$@mFjpa3$mҔH':v[sԊ N͉mWJ4@] *Cf]0#4Iy NfĪ*VRh./wRţ{;뾹Ss{f 6𿬦+~⧿c}$$ˏz]ZZ@dNXP7*b+xƮ$+oPZpp$EBV0}SSvGf&Ȓj&k:V8ܝrjJ}!ñ fmeP N]ێD7S 9g׈LSZ^ط _#BMW GWAmMp\u.-Ig>fc;h2gֈG_unZw&'r2jBɫӣ+=`Z'J$r(ೲnJʚ a~ ھeJ@v$[T#uK&VgA5{X|UYkJhb 9A; *W飋 PcWtM,O;V{ͻ6Om_vuݯ}Лw<;l WT|h,u5QOk!KWh8tK0?6=wN3ANyogq-!q_V10ZNQ_ʢQWBe"Ǧ?x,[{~"DLNMS9~!DiV H I%@&$a )@,x`s$&DW>_L.oŃ1Mo4c|,Nִ)cۜsFKjkYH48q *c l,dDleu:4F+G~o;/nmBXm@m+ |Ƅr._{Mg|:K9<#r2flQ h9 qß+uk?*x[k ^Smi:2spl@IUN j^&)T4ԏ4S :@捅TU;fNv/)/5NrХ-t8?_'}I_2ኸa,ʶ=(5`m`'?etgYk4j&461ǡѠ 6w&њгF%;\aTqb~ )l,]+8RSyB8mTF3W:ċhyesLŘmK8R_F^%dD85S#+Ep# g_GpE/a0MJ8e5OEtPEu ׵H7H`RTl ڐB+Sל@ܼWİb錠^P(ti!%GRRBK{JBWeuYH/~{t @߳`wWD'ذ'U,KqIc#I?.Voҳ\|9&'4\FlN,,*{ԕW¨Y'TabU)%,¾Ji|xy6  wM"T Ƅ.,tD2& c .{qOA/`|עO1amh^KYY#w#3K T\+`b5 zCvCI d~S0ȵ#`A67TVSR@4K,eMW#0FvAxK2A3N:f6G`ȓ@6T:qlq2_)ld̑9dq<[lјAAb\k$>ⶑ:XP bP%HM$ߜ%GH^Yn`3./SӦM:~]X;ߐ*H װAKI9 l70``b荱t-kw T*G3R_꒩/zׅnWɗVeSVuܛBZHpRzosK _`W Z6Y$VղWcORe#|ӊ"Łu"1pjH@@7T]3UT*1# Iw]Ɣe<~MPMa?nX OS]H0U:oo}tN&q"ȴŕ\SvLRp:T@yC1BemU4 BrQ$Lf`7W\29eV=BhurPKdk$q0r+wT/X@CMd(Ac% _a}2;{sg7S?)LPy-YB.ĈK8}tySjzt㾭vO><7](BH8I#9+Dr"eu44de}l<RVttI SO q8s΂ʊ }.?Srp:AV(dMkG$eܸ{Хח~j6LSFr9~kxw"g|QVlOV?xUSNBx#zt8LVsY}tc!֭e!^>ڎ$a=) IWK 2E)sTٰ4TTvXkk\290t5"61n8bpft$+zK oVSOd8v匠/L|w4J gko)GDFG"Xɩ GGx6lyOv.]j)~xB'7Z; &TG_qteY:_Sn mLN&37zh.m{`G\J/ڧX6m{T+c7  F/U<Y.lLx ^l[ Ĺ @;1:퍖tXUڦW \27sᣏxs.Ӏ0&!(EOPlO DBFX`(=K+J@5Pc!57Żka魚%!*``1 :ܹgEt f])r)!)Ç=$#:L&0Ax^jϹp9HcW1D4Reڷχ]@U|M&B,IɄ)c-|ϯRǨ0%]A_pduQY/ ~>86AV‰|!.c,)L.|3ghALo=u1[ t".18^}\:j#rdt˶z2A3@/[ۻ;Ÿ/7/xC8v5q)ƫ g r^eܝ#1PI@w_E{,P`ʆ@j9y֝&wDxJչ_w =!Tnv iG4TV>f5V"K*:7ՃD6HzJ_2uǍ) LCV۵8ݙܺY[k#FHNQjT8Xvl=ƽќeE`OLR*r˱U;Ÿ|)yzDĄWABG(#½]"A6Ģ0x::˜Z=(Sr$!G0PX]rGGs6qNr6װ2sd]S5ñԇG"x^e6|Vz6\qvR$$4r8!T&LcSH"@(c w`6q@v  *{ȇ-{R>O7hA:"9!}vSt[1!4:型O[&  9aFN%ƍ\l~зG&))!)(zSI_ 8\M+qFGGG:x2 !Azzb]6 &.偬O_!u1>8&ˊFt#snzv#@ȓ2yֳ:e=ib¤Ř:չ_A1qpܠ]YcJ(^{{GyfɤC5UJ턧./ L%U0dU_Bd|]ݐi?V=^XsuQFNy *q^v[ (rcsv$؜^V}FMx'.yiEsg[̘WFPhK.^>wNَ_ ވ^:0/Cӯ?hiJ8]#!+M1/7K``qOqQ0ö= l Bea)IvˡCPΚ?|Έ kcƒVܒ/ӡAp+t7r+Hp<뛬UaA[*,!s̙T؏<[5raw؎VǡQdbn Pǥn @2)-$…f#G(8B YaHN][--v E]2}@$2c'~_EN:mmkO؀{_;|D=&>!Ok"-U?4߾zSwf*xK18G&t7͇mx^/U )S 2aun8 B~ c:i SS(& j1mDiV7[?fB@?%6$`6Oi$7SӅ"+ h ֚{/0׍UEOi=f,g>­ĺFj揾0/zLdrMٳKd#S'kDZYWDb [OmAKKٯmGC߽\\cyi,(sG~w0>^LϪ.AI#G+ɆӈK,Jdv2 EC2 " 9D.r3|B9@$1!)rm/ln՛P͖v_ġᰡn!7@nSqÜr+eڂB 0;DnlBZ_$7Go> ]Lq\Pjݗ׌ǫDG^*>S>!}(:k˦ 5!]pVgNQZ-GY oܦIsBm 2Aԧ7ZZgٔ%{nDYy2]Ztn%1_vvs4]uNn}8EG!3"}؄vӡ0'd& W(f-_olA|X5{DD{'ܒu9uY"ކ2Ca[zpY%}:!qeO/SV.0NDko6KB&EeJ,SY?j}CL9]7|B䐵& ºn9~>ȊU I417/&9OZE[)Z<z/D+z{;d?g BS3}luVs?(*B*ph88 0Header !aJ*W*  z)Strong5\B'!B zComment ReferenceCJaJ<2< z Comment TextCJaJ:A: zComment Text Char@j12@ zComment Subject5\FBaF zComment Subject Char5\HrH z Balloon TextCJOJQJ^JaJNN zBalloon Text CharCJOJQJ^JaJjj zN Table Grid7:V0D@D J List Paragraph ^m$4 4 EEFooter  H$66 EE Footer CharCJaJ\^\ EE0 Normal (Web)dd[$\$B*CJOJQJaJphPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] v T  BBBE ` t> v" #( ~ / 1 G ` f "ux "v"!"$%&') vG G G 8/Xb$ދjVj b$OvI;4T# AA@ (  ^  C A#" `?B S  ?H0(  v.7%TCheck1ww22445578:;=>tw22445578:;=>twi 5tw122445578:;=rw:2"'/ |jSSh( . r(7F=-  ."-36`Ck8v29pWZ:dlIU 4z^h ,pvYfp(t*'u Av^`OJPJQJ^Jo(-^`OJQJ^Jo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoP^P`OJQJo(hH ^ `OJPJQJ^Jo(-^`OJQJ^Jo(hHo^`OJQJo(hH ^ `OJQJo(hH` ^` `OJQJ^Jo(hHo0^0`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHh8^8`OJQJo(hHh^`OJQJ^Jo(hHoh ^ `OJQJo(hHh ^ `OJQJo(hHhx^x`OJQJ^Jo(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`o() ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.^`o() ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`o() ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHhh^h`o(.h8^8`OJQJo(hHh^`OJQJ^Jo(hHoh ^ `OJQJo(hHh ^ `OJQJo(hHhx^x`OJQJ^Jo(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(88^8`OJQJ^Jo(o ^`OJQJo(   ^ `OJQJo(  ^ `OJQJ^Jo(o xx^x`OJQJo( HH^H`OJQJo(^`OJQJ^Jo(o ^`OJQJo( hh^h`OJQJo(88^8`OJQJ^Jo(o ^`OJQJo(   ^ `OJQJo(  ^ `OJQJ^Jo(o xx^x`OJQJo( HH^H`OJQJo(^`OJQJ^Jo(o ^`OJQJo( hh^h`OJQJo( 88^8`OJQJo(^`OJQJ^Jo(o   ^ `OJQJo(   ^ `OJQJo(xx^x`OJQJ^Jo(o HH^H`OJQJo( ^`OJQJo(^`OJQJ^Jo(o ^`OJQJo('ulIUAvfp(tp'/ :pWZ:4z^Sh( "-3 .k8F=-r(Z$@|A sB%OC6EfNGplGJ$J$JHKqOKP2P"gP3TX@YLbYdZ$+[5\U \u\ca deKeVfi4 jvs]tvvwSx.5x9x1jy3n{Z|0}*tA+1}?&j4XnvQ:;LuwuEEh"rED|FGz \zc Rw{.Zh%KZzNdmW|X(`(E/`#AEt"kKDI/7H  FA0n Y'nP/MxJ?gq\^ju24@vX@Unknown G*Ax Times New Roman5Symbol3. *Cx Arial7. [ @VerdanaE.Berlin Sans FB5. .[`)Tahoma?= *Cx Courier New;WingdingsA BCambria Math"1h:Fz2J /J /!0%% 2QHP  ? Y2!xx Lesson plan Study IslandAlison HH          Oh+'0h  $ 0 <HPX` Lesson planStudy IslandNormal Alison H50Microsoft Office Word@2gL8@v =@¦lJ՜.+,0  hp  SMU Dedman School of Law/ %  Lesson plan Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGIJKLMNOQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuwxyz{|}Root Entry FPlData H1TablePqKWordDocumentԏSummaryInformation(vDocumentSummaryInformation8~CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q