> /1*+,-. IbjbjMFMF +/,/,bNN8AAAAAAAABEZAACA^AAQ"y"ߨXUz^i""A0Aq"EEy"y"N]:
Lesson:
Numbers 0 to 5
pp. 3-6Standard:
0106.2.1 Read and write numerals up to 100Objective:
Children will read and write numbers to 5.Essential Question:
How do we find how many are in a set?Vocabulary:
zero, one, two, three, four, five, numberCC Standard:
1.NBT.1
1-2
Numbers 6-10
pp. 7-100106.2.1 Read and write numerals up to 100Children will read and write numbers from 6 through 10.How can we show numbers 6-10 as 5 and some more?six, seven , eight, nine, ten, number1.NBT.11-3
Numbers 10, 11, and 12
pp. 11-140106.2.1 Read and write numerals up to 100Children will read and write numbers to 12.How can the numbers 10, 11, and 12 as 10 and some more?ten, eleven, twelve1.NBT.11-4
Spatial Patterns for Numbers to 9
pp. 15-18Reviews 0006.2.6 Quickly recognize the number of objects in a small setChildren will recognize patterned arrangements of numbers without counting.How can a pattern be named without counting?K.CC.41-5
Spatial Patterns for Numbers to 10
pp. 19-22Reviews 0006.2.6
Quickly recognize the number of objects in a small setChildren will recognize two-part spatial patterns of numbers.How can use you use a pattern to find a number without counting?K.CC.41-6 Problem Solving: Use Objects
pp.23-26 Reviews 0006.2.5
Creates a set with a given number of objectsChildren will use objects to act out the actions in problems.How can you use objects to act out and solve problems?K.CC.42-1
Comparing Two Numbers
pp.31-340106.2.5 Order and compare (less than, greater than, or equal to) whole numbers to 100.Children will compare numbers 1 through 12.How can two different numbers be compared using less than or greater than?more (p.32)
greater than (p.32)
fewer (p.33)
less than (p.33)1.OA.72-2
Ordering Three Numbers
pp.35-380106.2.5 Order and compare (less than, greater than, or equal to) whole numbers to 100.Children will compare and order three numbers through 12.How can a group of three or more numbers be ordered?least (p.36)
greatest (p.37)
between (p.37)1.OA.72-3
Ordering Numbers to 12 with a Number Line
pp.39-420106.2.17
Use the number line to create visual representations of sequences.Order numbers to 12 using a number line.How can you use a number line to tell in a number comes before, after, or between other numbers?before (p.40)
after (p.41)1.NTB.3
Lesson:
2-4 Problem Solving: Act it Out
pp. 43-46Standard:
0106.2.5 Order and compare whole numbers to 100.Objective:
Children will use objects to act out ordering numbers to solve.Essential Question:
How can you use acting it out to solve a problem?Vocabulary:CC Standard:
1.OA.7
3-1
Making 6 and 7
pp.51-540106.2.10
Use models to represent part-whole, adding to, taking away from, and comparing to, situations to develop understanding of the meaning of addition and subtraction.Recognize parts of a number as a strategy for addition.How can the number 6 and 7 be described by their parts? in all (p.52)
inside (p.52)
outside (p.53)1.OA.13-2
Making 6 and 7
pp.55-580106.2.10
(See prior listing of this standard for definition.)Children will recognize parts of the number 8.How can numbers be broken into parts of a whole?part (p.56)
whole (p.57)
double (p.57)1.OA.13-3
Making 9
pp. 59-620106.2.10
(See prior listing of this standard for definition.)Children will recognize parts of the number 9.How can the number 9 be described in terms of its parts?1.OA.13-4
Introducing Addition Number Sentences
pp. 67-700106.3.4
Demonstrate understanding of the basic equations by using objects to illustrate the number sentences associated with any particular sum.Children will write addition number sentences to find the whole, given two partsHow can addition number sentences be used to show the parts and the whole?add (p.64)
sum (p.64)
addition sentence (p.65)
plus (p.65)
equals (p.65)1.OA.73-5
Stories about Joining
pp. 71-740106.3.4
Demonstrate understanding of the basic equations by using objects to illustrate the number sentences associated with any particular sum.Children write addition sentences to solve stories about joining.How can stories about joining be represented by pictorial models and addition sentences?join (p.68)1.OA.7
Lesson:
3-6
Adding in Any Order
pp. 71-74Standard:
0106.3.3
Use objects to illustrate the cummunitive property with basic facts and show that subtraction is not.Objective:
Children will learn to add in any order.Essential Question:
Does changing the order of addends change the sum?Vocabulary:
order (p.72)
addend (p.72)CC Standard:
1.OA.33-7
Problem Solving: Use Objects
pp. 75-780106.2.10
(See prior listing of this standard for definition.)Children will use objects to solve story problems.How can real objects and physical actions be used to model mathematical ideas?1.OA.14-1
Finding the Missing Parts of 6 and 7
pp. 83-860106.2.10
Use models to represent part-whole, adding to, taking away from, and comparing to, situations to develop understanding of the meaning of addition and subtraction.Children will solve problems by finding the missing part.How can you find a missing part of 6 or 7 when the other part is known?missing part (p.85)1.OA.14-2 Finding the Missing Parts of 8
pp. 87-900106.2.10
(See prior listing of this standard for definition.)Children will find a missing part of 8 when one part is known.How can a missing part of 8 be determined when the other part is known?1.OA.14-3 Finding the Missing Parts of 9
pp.91-940106.2.10
(See prior listing of this standard for definition.)Children will use subtraction to find the missing part of 9 when one part is known.How can a missing part of 9 be determined when the other part is known?1.OA.14-4 Introducing Subtraction Number Sentences
pp.95-980106.2.10
(See prior listing of this standard for definition.)Children will write and solve subtraction number sentences.How can you write a number sentence to show subtraction?subtract, difference (p.96) subtraction sentence, minus sign, equal sign (p.97)1.OA.14-5
Stories About Separating
pp. 99-1020106.2.10
(See prior listing of this standard for definition.)Children will tell and act out stories to find how many are left.How can you write a subtraction sentence to represent separating?1.OA.14-6 Stories About Comparing
pp. 103-1060106.2.10
(See prior listing of this standard for definition.)Children will tell and act out comparing stories to fin d the difference.How can subtraction be used to compare two groups?compare (p.105)1.OA.1Lesson
4-7
Connecting Addition and Subtraction
pp. 107-110Standard:
0106.3.6
Use objects to demonstrate the inverse relationship between addition and subtraction.Objective:
Children will write related addition and subtraction facts.Essential Question:
How are addition and subtraction related?Vocabulary:CC Standard:
1.OA.44-8
Problem Solving: Use Objects
pp.111-1140106.2.12
Use various models to develop strategies for solving arithmetic problems.
Children will use counters to act out and solve subtraction story problems.How can you use objects to help you solve problems?1.OA.15-1
Representing Numbers on a Ten-Frame
pp. 119-122Reviews 0006.2.6
Quickly recognize the number of objects in a small set.Children will use counters and a ten-frame to model numbers up to 10.How can you represent numbers to 10 on a ten-frame?K.CC.45-2
Recognizing Numbers on a Ten-Frame
pp. 123-126Reviews 0006.2.6
Quickly recognize the number of objects in a small set.Children will learn to recognize numbers on a ten-frame with 5 and 10 relationships.How can you recognize numbers on a ten-frame?K.CCK45-3 Parts of 10
pp. 127-1300106.2.14
Use composition and decomposition of numbers to identify and discuss patterns.Children will show 10 as two parts.How can the number 10 be represented as two parts?1.OA.65-4
Finding the missing parts of 10
pp. 131-1340106.2.12
Use various models to develop strategies for solving arithmetic problems.Children will use counters and a part-whole mat to find missing parts of ten.How can a known part of 10 be used to find the missing part?1.OA.15-5
Problem Solving: Make a Table
pp. 135-1380106.2.14
Use composition and decomposition of numbers to identify and discuss patterns.Children will make tables to solve problems.How is making a table one way to organize information to solve a problem?1.OA.6
Lesson:
6-1
Adding with 0,1,2
pp. 143-146Standard:
0106.3.9 Recognize that zero is the identity element for addition. (Also, 0106.2.10, 0106.3.5, 0106.2.7)Objective:
Children will count on to add, starting with the greater number.Essential Question:
What are helpful strategies for addition facts with 0, 1, or 2?Vocabulary:CC Standard:
1.OA.36-2
Doubles
pp.147-1500106.2.7 Develop fluency with addition and subtraction facts of sums through ten.
(Also 0106.3.5)Children will recognize doubles as a strategy for remembering sums.How can you identify and complete doubles facts?double (review)1.OA.66-3
Near Doubles
pp. 151-1540106.2.7 Develop fluency with addition and subtraction facts of sums through ten.
(Also 0106.3.5)Children will use doubles facts to learn near doubles facts.How can you use a double fact to find the answer to a near-doubles fact?near double (p.152)1.OA.66-4
Facts with 5 on a Ten-Frame
pp. 155-1580106.2.7 Develop fluency with addition and subtraction facts of sums through ten.
(Also 0106.3.5)Children will use a ten-frame to write addition facts with 5.How can a ten-frame help simplify addition?1.OA.66-5
Making 10 on a Ten-Frame
pp.159-1620106.2.7 Develop fluency with addition and subtraction facts of sums through ten. Children will use two ten-frames to model addition facts.How can you think of 10 to solve an addition problem with a 7, 8, or 9?1.OA.66-6 Problem Solving: Draw a Picture and Write a Number Sentence
pp. 163-1660106.2.7 Develop fluency with addition and subtraction facts of sums through ten. Children will draw pictures to solve addition story problems.How can drawing a picture help you solve problems and help you check if your answers make sense?1.OA.6Lesson:
7-1
Subtraction Facts to 12
pp. 171- 1740106.2.7 Develop fluency with addition and subtraction facts of sums through ten. (Also, 0106.3.5)Children will master concepts of 0 less than, 1 less than, and 2 less than when subtracting 0, 1, or 2.How can you use patterns and counting as strategies for remembering subtraction facts?less than 0 (p.172)
less than 1 (p.173)
less than 2 (p.173)1.OA.6
Lesson:
7-2
Thinking Addition
pp. 175-178Standard:
0106.3.5 Use various strategies to find unknowns in problems involving addition and subtraction. (Also, 0106.2.7, 0106.3.6, 0106.3.7)Objective:
Children will learn to use doubles addition facts to master related subtraction facts.Essential Question:
How can you use addition with doubles to solve a subtraction fact?Vocabulary:CC Standard:
1.OA.47-3
Thinking Addition to 8 to Subtract
pp.179-1820106.3.7 Use the inverse relation between addition and subtraction check arithmetic problems. (Also, 0106.2.7, 0106.3.5, 0106.3.6)Children will understand how addition facts to 8 relate to subtraction facts to 8.How can you use addition facts to solve subtraction problems?1.OA.47-4
Thinking Addition to 12 to Subtract
pp.183-1860106.3.6 Use objects to demonstrate the inverse relationship between addition and subtraction. (Also 0106.2.7, 0106.3.7)Children will write related addition and subtraction facts to 12.Is there a related addition fact for every subtraction fact?1.OA.47-5
Problem Solving: Draw a Picture and Write a Number Sentence
pp. 187-1900106.2.7 Develop fluency with addition and subtraction facts of sums through 10.Children will draw a picture and write a number sentence to solve subtraction story problems.How can you connect drawing a picture and writing a number sentence to solve a problem and check it?1.OA.6Lesson
8-1
Identifying Plane Shapes
pp. 195-1980106.4.2 Recognize 2-and 3- dimensional figures from different perspectives and orientations.Children will identify and name standard plane shapes and recognize them in the environment.How are many everyday objects close approximations of standard plane shapes?plane shapes (p.196)
triangle (p.196)
rectangle (p.196)
circle (p.197)
square (p.197)1.G.18-2
Properties of Plane Shapes
pp. 199-202Reviews 0006.4.3
Sort plane figures into groups, name and describe the attributes of the shapes (such as number of sides and corners or vertices.)Children will sort plane shapes and identify their properties.How can identifying the properties of plane shapes help you sort the shapes?sort (p.200)
side (p.200)
corner (p.201)K.NBT.1
Lesson:
8-3
Making New Shapes from Shapes
pp. 203-206Standard:
0106.4.3 Model part-whole relationships of plane and solid figures by combining two or more shapes to make a larger shape or by breaking apart an object into its smaller shapes.Objective:
Children will combine two-dimensional geometric shapes to make new two-dimensional geometric shapes.Essential Question:
How can plane shapes be combined to make new plane shapes?Vocabulary:CC Standard:
1.G.18-4
Breaking Apart Shapes to Make Shapes
pp.207-2100106.4.3 Model part-whole relationships of plane and solid figures by combining two or more shapes to make a larger shape or by breaking apart an object into its smaller shapes.Children will break apart large shapes to make smaller shapes.How can breaking apart larger shapes make new smaller shapes?1.G.18-5
Ways to Move Shapes
pp.211-214Prepares for 0206.4.2 Reflect, rotate, and translate shapes to explore the effects of transformations.Children will learn the difference between a slide, a flip, and a rotation and how each movement changes the position of a shape.How do a slide, a flip, and a turn change the position of an object?slide (p.212)
flip (p.212)
turn (p.212)No CC8-6
Congruence
pp. 215-218Prepares for SPI 0306.4.2 Determine if two figures are congruent based on size and shape.Children will identify plane shapes that are the same size and same shape.Can two shapes have the same size and shape even if they dont share the same orientation?No CC8-7
Symmetry
pp. 219-222Prepares for 0206.1.13 Use manipulatives such as pattern blocks, tangrams, etc. to explore geometric concepts of symmetry and transformations.Children will understand that a shape shows symmetry if it can be folded into two matching parts.How can you show a shape has symmetry?symmetry (p.220)
line of symmetry (p.221)No CC
Lesson:
8-8
Problem Solving: Make an Organized List
pp. 223-226Standard:
Prepares for 0206.4.9
Recognize the composition and decomposition of polygons.Objective:
Children will make organized lists to solve problems.Essential Question:
How does writing down all the ways of doing something help to solve a problem?Vocabulary:CC Standard:
No CC8-9
Identifying Solid Figures
pp.227-2300106.4.2 Recognize 2- and 3- dimensional figures from different perspectives and orientations.Children will identify and name standard geometric solids and recognize them in the environment.What are some everyday objects that are close approximations of geometric solids?solid figures (p.228) cube (p.228) rectangular prism (p.228) sphere (p.228) cylinder (p.229)
cone (p.229)1.G.18-10
Flat Surfaces and Corners
pp. 231-234Prepares for 0206.4.1 Describe common geometric attributes of familiar plane and solid objects.Children will count the number of flat surfaces and vertices on geometric solids.How does the number of flat surfaces and corners help you describe solid figures?flat surface (p. 232)
vertex, vertices (p.233)No CC8-11
Sorting Solid Figures
pp. 235-238Prepares for 0206.4.1 Describe common geometric attributes of familiar plane and solid objects.Children will identify geometric solids and sort by various attributes.How can attributes be used to sort solid figures?No CCLesson
9-1
Describing Patterns
pp. 243-246Reviews 0006.3.2 Name, copy, and extend patterns.Children will describe elements in repeating patterns and the part of the pattern that repeats.How can a repeating pattern be identified and described?pattern (p.244)
repeats (p.245)K.G.49-2
Using Patterns to Predict
pp.247-250Reviews 0006.3.2 Name, copy, and extend patterns.Children will identify the pattern unit in a pattern to predict what comes next.How can you predict what comes next in a repeating pattern?predict (p.248)K.G.49-3
Extending Shape Patterns
pp.251-254Reviews 0006.3.2 Name, copy, and extend patterns.Children will identify the pattern unit in a repeating pattern to extend shape patterns.How can a repeating shape pattern be extended?K.G.49-4
Problem Solving: Looking for a Pattern
pp.255-258Reviews 0006.3.2 Name, copy, and extend patterns.Children will find a pattern to solve problems.How can finding a pattern help to solve a problem?K.G.4
Lesson:
10-1 Making Numbers 11 to 20
pp.Standard:
0106.2.1 Read and write numerals up to 100.Objective:
Children will read, count, and write numbers 11-20.Essential Question:
How can you use ten-frames to show numbers 11-20 as 10 and some more?Vocabulary:CC Standard:
1.NTB.110-2
Using Numbers 11 to 20
pp.267-2700106.2.1 Read and write numerals up to 100.Children will show numbers 11 to 20 as 1 or 2 more or fewer than another number.How can you express the relationship between two numbers that are 1 or 2 more than or fewer than each other?1.NTB.110-3
Counting by 10s to 100
pp. 271-2740106.2.1 Read and write numerals up to 100.Children will count groups of 10, up to 10 tens, and write how many.How can you use groups of ten to count?1.NTB.110-4
Counting Patterns on a Hundreds Chart
pp.275-2780106.3.1
Find repeating patterns on the number line, addition table and hundreds chart. Children will find and extend skip-counting patterns on a hundreds chart.What visual patterns and number patterns are made by skip counting on a hundreds chart?skip count (p.276)1.NBT.610-5
Using Skip Counting
pp.279-2820106.2.4 Skip count by twos, fives, and tens. Children will skip count to find the total number of items arranged in sets of 2s, 5s, and 10s.How can you use skip counting to find a total number of objects?1.NBT.610-6
Odd and Even Numbers
pp. 283-2860106.3.8 Determine whether a number is odd or even by pairing objects.Children identify numbers as odd or even.How are numbers categorized as odd or even?pair (p.284)
even (p.284)
odd (p.284)1.NBT.610-7
Ordinals through Twentieth
pp. 287-290Reviews and extends 006.2.11 Recognize and use ordinal numbers.Children will use the ordinal numbers first through twentieth to identify position.How can ordinal positions in a row or list be determined by counting?K.CC.410-8
Patterns in Tables
pp. 291-2940106.3.2 Determine a reasonable next term in a given sequence and describe the rule.Children will solve problems by finding patterns in a table of related number pairs.How can you find the relationship between numbers in a table?1.NTB.6
Lesson:
10-9
Problem Solving: Look for a Pattern
pp. 295-298Standard:
0106.3.2 Determine a reasonable next term in a given sequence and describe the ruleObjective:
Children will solve problems by finding patterns in a table of related number pairs.Essential Question:
How can finding a number pattern help you solve a problem?Vocabulary:CC Standard:
1.NBT.611-1
Counting with Groups of 10 and Leftovers
pp. 303-3060106.2.15 Represent whole numbers between 10 and 100 in groups of 10s and 1sChildren will read and write two digit numbers as groups of ten and some left over.How can a number be broken into groups of tens and leftover ones?1.OA.611-2
Numbers Made with Tens
pp. 307-3100106.2.6 Recognize the place value of numbers (10s,1s) Children will count groups of ten up to ten tens and write how many.How many tens make up each of the decade numbers from 10 through 90?tens (p.308)1.NTB.211-3
Tens and Ones
pp. 311-3140106.2.6 Recognize the place value of numbers (10s,1s)Children will use groups of tens and ones to show and write a given two digit number.When objects are grouped in sets of tens and ones, How do you write the number for how many there are in all?ones (p 312)
digit (p312)1.NTB.211-4
Expanded Form
pp. 315-3180106.2.6 Recognize the place value of numbers (10s,1s)Children will model a two digit number and write its expanded form.How does adding the values of digits produce the total value of the number?1.NTB.211-5
Ways to Make Numbers
pp. 319-3220106.2.6 Recognize the place value of numbers (10s,1s)Children will break apart a ten to make ten ones and write new representations in expanded form.How can you use tens and ones models to represent a number in different ways?break apart a ten (p.320)1.NTB.211-6
Problem Solving: Making an Organized List
pp. 323-3260106.2.14 Use composition and decomposition of numbers to identify and discuss patterns.Children will use groups of tens and ones to show and write a given two digit number.How can you use an organized list to solve a problem?1.OA.6Lesson
12-1
1 More, 1 Less;
10 More, 10 Less
pp. 331-3340106.2.5 Order and compare (less than, greater than, or equal to) whole numbers to 100.Children will write the numbers that are one more or one less and ten more and ten less than a two digit number. How is a number changed when the ones digit is changed by one or its tens digit is changed by one?1 more, 1 less (p.332)
10 more, 10 less (p.333)1.OA.7Lesson:
12-2
Making Numbers on a Hundreds Chart
pp. 335-338Standard:
0106.2.1 Read and write numerals up to 100.Objective:
Children will use a hundreds chart to show the relationships of one more than, one less than, ten more than, and ten less than a given number.Essential Question:
How can a hundreds chart show the relationships of one more, one less, ten more or ten less than a number?Vocabulary:CC Standard:
1.NBT.112-3
Comparing Numbers with <, >, =
pp. 339-3420106.2.5 Order and compare (less than, greater than, or equal to) whole numbers to 100.Children will compare two digit numbers using symbols.For any two two-digit numbers, how can you identify the greater number?equal to (p.341)1.NBT.312-4
Ordering Numbers with a Hundreds Chart
pp. 343-3460106.2.5 Order and compare (less than, greater than, or equal to) whole numbers to 100.Children will find missing numbers on a hundreds chart.How can you describe the counting sequence to 100?1.NBT.312-5
Number Line Estimation
pp. 347-3500106.2.17 Use the number line to create visual representations of sequences.Children will estimate the positions of numbers on a number line marked only in multiples of ten.How do you estimate the location of two-digit numbers on a number line?closest ten (p.348)1.NBT.312-6
Before, After, and Between
pp. 351-3540106.2.5 Order and compare (less than, greater than, or equal to) whole numbers to 100.Children will use the words before, after, and between to order numbers up to 99.How does the ones digit change in a number that comes before or after a given number?1.NBT.312-7
Ordering Three Numbers
pp. 355-3580106.2.5 Order and compare (less than, greater than, or equal to) whole numbers to 100.Children will order numbers from least to greatest, given three two digit numbers.How is ordering three numbers similar to comparing two numbers?1.NBT.312-8
Problem Solving:
Make and Organized List
pp. 359-3620106.2.5 Order and compare (less than, greater than, or equal to) whole numbers to 100.Children will make an organized list showing possible solutions.How does listing all the possible ways to do something help to solve a problem?1.NBT.3Lesson:
13-1
Values of a Penny and Nickel
pp. 367-370Standard:
0106.1.4 Count the value of a set of coins up to fifty cents.Objective:
Children will identify the value of combinations of nickels and pennies.Essential Question:
How can you find the value of a collection of pennies and nickels?Vocabulary:
penny (p.368)
cent (p.368)
nickel (p. 368)
value (p. 369)CC Standard:
No CC
13-2
Values of Penny, Nickel, and Dime
pp. 371-3740106.1.4 Count the value of a set of coins up to fifty cents.Children will identify the value of combinations of dimes, nickels, and pennies.What is the value of collections of coins that include a dime?dime (p. 372)No CC13-3
Value of Quarter
pp. 375-3780106.1.4 Count the value of a set of coins up to fifty cents.Children will identify a quarter and find groups of coins that have the same value as a quarter.What is the value of a quarter?quarter (p.376)No CC13-4
Values of Half Dollar and Dollar
pp. 379-382Extends 0106.1.4 Count the value of a set of coins up to fifty cents.Children will learn to identify half dollars and dollars and learn their values.What are the values of half dollars and dollars?half dollars (p.380)
dollars (p.381)No CC13-5
Counting Sets of Coins
pp. 383-386Extends 0106.1.4 Count the value of a set of coins up to fifty cents.Children will count collections of coins that include half dollars, quarters, dimes, nickels, and pennies.How can a set of coins be counted to find the value of the set?No CC13-6
Problem Solving: Try, Check, and Revise
pp. 387-390Extends 0106.1.4 Count the value of a set of coins up to fifty cents.Children will solve problems by using the try, check, and revise strategy.How can you solve a problem by learning from a first attempt to make a better attempt the next time you try to solve it?No CCLesson
14-1
Comparing and Ordering by Length
pp. 395-3980106.4.7 Understand and use comparative words such as long, longer, and longest, short, shorter, shortest, tall, taller, tallest, high, higher, and highest.Children will compare and order lengths of objects.How can you compare and then order concrete objects according to length?longest (p. 396)
shortest (p.396)1.MD.1
Lesson:
14-2
Using Units to Estimate and Measure Length
pp. 399-402Standard:
0106.4.5 Estimate and measure length using non-standard units (groups of tens and ones) to represent addition.Objective:
Children will estimate, measure, and compare lengths of objects by using a nonstandard unit.Essential Question:
How can you estimate and measure length with nonstandard units?Vocabulary:
estimate (p. 400)
measure (p.401)CC Standard:
1.MD.114-3
Problem Solving: Use Reasoning
pp. 403-4060106.4.5 Estimate and measure length using non-standard units (groups of tens and ones) to represent addition.Children will use nonstandard units to measure the length of different objects.How does the length of the unit of measure affect the number of units needed to measure an objects length?1.MD.114-4
Feet and Inches
pp. 407-410Prepares for 0206.4.4 Estimate, measure, and calculate length to the nearest unit: meter, centimeter, yard, foot, and inch.Children will estimate and measure the lengths of objects in inches and feet using a ruler.How can you measure length using inches and feet?inch (p. 408)
foot, feet (p.408,409)1.MD.114-5
Centimeters
pp. 411-414Prepares for 0106.4.4 Estimate, measure, and calculate length to the nearest unit: meter, centimeter, yard, foot, and inch.Children will estimate and measure the length of objects in centimeters using a ruler.How can you measure length using centimeters?centimeter (p. 412)1.MD.114-6
Understanding Perimeter
pp. 415-418Prepares for SPI 0306.4.4 Calculate the perimeter of shapes made from polygons.Children will find the distance around a shape.What is the perimeter of a shape and how can it be measured?perimeter (p. 416)No CC14-7
Comparing and Ordering by Capacity
pp. 419-422Prepares for SPI0306.4.8 Estimate and / or measure the capacity of a container.Children will estimate, measure, and compare the capacities of containers.How can the capacities of different containers be compared?No CC14-8
Cups, Pints, and Quarts
pp. 423-426Prepares for 0306.4.7 Recognize the relationships among cups, pints, quarts, and gallons.Children will use cups, pints, and quarts to measure the amounts that containers can hold.How can you use units such as cups, pints, and quarts to measure capacity?cup (p.424)
pint (p.424)
quart (p.424)No CCLesson:
14-9
Liters
pp. 427-430Standard:
Prepares for 0306.4.8 Estimate and / or measure the capacity of a container.Objective:
Children will use liters to measure the amount a container holds.Essential Question:
How can you use a liter to measure capacity?Vocabulary:
liter (p.428)CC Standard:
No CC14-10
Comparing and Ordering by Weight
pp. 431-4340106.1.6 Recognize scales as a way to measure weight.Children will estimate, measure, and compare the weights of different objects.How can the weight of different objects be compared?No CC14-11
Pounds
pp. 435-4380106.1.6 Recognize scales as a way to measure weight.Children will compare the weights of objects to one pound.How can you use something that weighs one pound to estimate how much objects weigh?pound (p.436)No CC14-12
Grams and Kilograms
pp. 439-4420106.1.6 Recognize scales as a way to measure weight.Children will select the appropriate unit for measuring, given the choice of grams and kilograms.How can you use grams and kilograms to measure objects?gram (p.440)
kilogram (p.441)No CC14-13
Comparing and Ordering by Temperature
pp. 443-4460106.1.5 Use a thermometer to measure temperature.Children will estimate and compare the temperature of different objects.How can you compare and order objects according to temperature?temperature (p.444)1.MD.4Lesson
15-1
Understanding the Hour and Minute Hands
pp. 453-4560106.1.2 Read and write time to the hour, half-hour, and quarter-hour.Children will identify the hour and minute hands on a clock and tell time to the hour.How do the hands on a clock show time?hour hand (p.454)
hour (p.454)
minute hand (p.454)
minute (p.454)
oclock (p.455)1.MD.315-2
Telling and Writing Time to the Hour
pp. 457-4600106.1.2 Read and write time to the hour, half-hour, and quarter-hour.Children will tell and write time to the hour using digital and analog clocks.What are the different ways that you write and see times on clocks?1.MD.315-3
Telling and Writing Time to the Half Hour
pp. 461-4640106.1.2 Read and write time to the hour, half-hour, and quarter-hour.Children will show and tell time to the half hour.How do you tell and write time to the half hour?half-hour (p.462)1.MD.3
Lesson
15-4
Estimating and Ordering Lengths of Time
pp. 465-468Standard:
0601.1.3 Compare units of time.Objective:
Children will estimate and order time durations using minutes, hours, and days.Essential Question:
How can minutes, hours, and days be used to estimate and order the time duration of activities?Vocabulary:CC Standard:
1.MD.315-5
Using the Calendar
pp. 469-4720106.1.1 Describe the relationship between days and months.Children will read and use a calendar.How can you use a calendar to keep track of days, weeks, months, and years?calendar (p.470)
day (p.470)
week (p.470)
month (p.470)
year (p.470)1.MD.315-6
Problem Solving: Use Data from a Table
pp. 473-476Extends 0106.1.2 Read and write the time to the hour, half hour, and quarter hour.Children will read and use a schedule.How can you use information in a table to solve problems?schedule (p.474)1.MD.3Lesson
16-1
Doubles
pp. 481-4840106.2.12 Use various models to develop strategies for solving arithmetic problems.Children will recognize the doubles relationship and use it as a strategy for remembering addition facts with two like addends.How can you identify and show a doubles fact?1.OA.116-2
Doubles plus 1
pp. 485-4880106.2.12 Use various models to develop strategies for solving arithmetic problems.Children will master addition facts where the addends are 1 apart.How can you use a doubles fact to find the sum of a doubles plus one fact?doubles plus 1 (p.486)1.OA.116-3
Doubles plus 2
pp. 489-4920106.2.12 Use various models to develop strategies for solving arithmetic problems.Children will master addition facts where the addends are 2 apart.What strategies can be used to find the sums of doubles plus 2 facts?doubles plus 2 (p. 490)1.OA.116-4
Problem Solving: Two Question Problems
pp. 493-4960106.2.13 Solve problems that require addition and subtraction of number through 100.Children will solve two-question problems by using the answer to the first question to answer the second question.How can the answer to one problem be used as information needed to solve another problem?1.OA.116-5
Making a 10 to Add 9
pp. 497-5000106.2.12 Use various models to develop strategies for solving arithmetic problems.Children will master addition facts where one addend is 9.How can you make a 10 to add 9?1.OA.1Lesson
16-6
Making a 10 to add 8
pp. 501-504Standard:
0106.2.12 Use various models to develop strategies for solving arithmetic problems.Objective:
Children will master addition facts where one addend is 8.Essential Question:
How can you make 10 to add 8?Vocabulary:CC Standard:
1.OA.116-7
Adding Three Numbers
pp. 505-5080106.2.9 Add three single-digit numbers
0106.2.12 Use various models to develop strategies.Children will use the associative and commutative properties to add three numbers. How can you add three numbers?1.OA.1, 1.OA.216-8
Problem Solving: Make a Table
pp. 509-5120106.2.12 Use various models to develop strategies for solving arithmetic problems.Children will make a table to solve problems.How can a table help you organize information and find different solutions?1.OA.1Lesson
17-1
Using Related Facts
pp. 517-5200106.3.7 Use the inverse relation between addition and subtraction to check problems.Find subtraction facts to 18 and learn the relationship between addition and subtraction.What are related facts?related fact (p.519)1.OA.317-2
Fact Families
pp. 521-5240106.3.7 Use the inverse relation between addition and subtraction to check problems.Use a part-part-whole model to find the subtraction facts and addition facts in a fact family.How does the relationship between addition and subtraction create a fact family?fact family (p.523)1.OA.317-3
Using Addition to Subtract
pp. 525-5280106.3.7 Use the inverse relation between addition and subtraction to check problems.Use a related addition fact to find the missing part in a subtraction problem.How can you use addition to solve subtraction?1.OA.317-4
Subtraction Facts
pp. 529-5320106.3.7 Use the inverse relation between addition and subtraction to check problems. (also 0106.3.5)Use related addition facts to solve subtraction problems.How can you identify an addition fact that will help you solve a subtraction problem?1.OA.317-5
Problem Solving: Draw a Picture and Write a Number Sentence
pp. 533-5360106.3.5 Use various strategies to find unknowns in problems involving addition and subtraction. Draw pictures and write number sentences to solve addition and subtraction story problems.How can drawing a picture and writing a number sentence help you solve a problem?1.OA.4Lesson
18-1
Using Data from Real Graphs
pp. 541-544Standard:
0106.5.1 Represent measurements and discrete data using concrete objects, picture graphs, or bar graphs.Objective:
Children will use a real-object graph to answer questions and draw conclusions.Essential Question:
What questions can you answer looking at a real-object graph?Vocabulary: CC Standard:
1.MD.118-2
Using Data from Picture Graphs
pp. 545-5480106.5.1 Represent measurements and discrete data using concrete objects, picture graphs, or bar graphs.Children will use a picture graph to answer questions and draw conclusions.What questions can you answer by looking at a picture graph?picture graph (p.546)1.MD.118-3
Using Data from Bar Graphs
pp. 549-5520106.5.2 Represent data in both horizontal and vertical form.
Children will use a bar graph to answer questions and draw conclusions.What questions can you answer by looking at a bar graph?bar graph (p.550)1.MD.418-4
Location on a Grid
pp. 553-556Prepares for 0406.4.14 Explain how the components of a coordinate system are used to determine location.Children will describe the location of object shown on a grid.How can the position of an object on a grid be described?grid (p.554)
right (p.555)
left (p. 555)
up (p.555)
down (p.555)1.MD.418-5
Collecting Data Using tally marks
pp. 557-5600106.5.4 Count and compare collected data.Children will record data using tally marks.How can tally marks be used to record information?tally mark (p.558)
data (p.559)1.MD.418-6
Making Real Graphs
pp. 561-5640106.5.4 Count and compare collected data.Children will collect a set of data and organize it in a real graph.How can connecting cubes be used to make a real graph?1.MD.418-7
Making Picture Graphs
pp. 565-5680106.5.1 Represent measurements and discrete data using concrete objects, picture graphs, or bar graphs.Children will organize and analyze data using a picture graph.How can you create a picture graph to show information and to answer questions?1.MD.1
Lesson
18-8
Problem Solving: Make a Graph
pp. 569-572Standard:
0106.5.1 Represent measurements and discrete data using concrete objects, picture graphs, or bar graphs.Objective:
Use data in a table to complete a bar graph.Essential Question:
How can you use information in a tally chart to make a bar graph and answer questions?Vocabulary:CC Standard:
1.MD.118-9
Certain or Impossible
pp. 573-576Prepares for 0206.5.3 Explain whether a real world event is likely or unlikely.Describe the likelihood of an event as certain or impossible. How can you tell when it is certain or impossible for something to happen?certain (p.575)
impossible (p. 575)No CC18-10
Likely or Unlikely
pp. 577-580Prepares for 0206.5.3 Explain whether a real world event is likely or unlikely.Describe the likelihood of an event as likely or unlikely.On a spinner of two colors, how can you tell which color a spinner is likely to land on?likely (p.579)
unlikely (p.579)No CCLesson
19-1
Making Equal Parts
pp. 585-5880106.2.11 Recognize the part-whole relationship in representations of basic fractions such as and .Children will determine whether a shape is divided into equal or unequal parts.How can you divide a shape into equal parts?equal parts (p.587)1.G.219-2
Describing Equal Parts of Whole Objects
pp. 589-5920106.2.11 Recognize the part-whole relationship in representations of basic fractions such as and .Children will describe equal parts of a shape.How can you describe equal parts of a whole?1.G.219-3
Making Parts of a Set
pp. 593-5960106.2.11 Recognize the part-whole relationship in representations of basic fractions such as and .Children will show parts of a set.How can you show and describe parts of a set?1.G.219-4
Describing Parts of Set
pp. 597-6000106.2.11 Recognize the part-whole relationship in representations of basic fractions such as and .Children will describe parts of a set.How can you describe parts of a set?1.G.2
Lesson:
19-5
Problem Solving: Draw a Picture
pp. 601-604Standard:
0106.2.11 Recognize the part-whole relationship in representations of basic fractions such as and .Objective:
Children will draw pictures to solve problems related to parts of a group.
Essential Question:
How can drawing a picture help you solve problems related to parts of a set?Vocabulary:CC Standard:
1.G.2Lesson
20-1
Adding Groups of 10
pp. 609-6120106.2.12 Use various models to develop strategies for solving arithmetic problems.Children will add two multiples of 10 to for sums to 100.How is adding groups of 10 similar to adding numbers less than 10?1.NBT.220-2
Adding Tens on a Hundred Chart
pp. 613-6160106.2.13 Solve problems that require addition and subtraction of numbers through 100Children will use a hundreds chart to add multiples of 10 to two-digit numbers.What changes when you add tens to a two-digit number?1.NBT.220-3
Adding Tens to Two-Digit Numbers
pp. 617-6200106.2.13 Solve problems that require addition and subtraction of numbers through 100Children will add a multiple of 10 to a two-digit number.How do two-digit numbers change when multiples of ten are added to them?1.NBT.220-4
Adding to a Two-Digit Number
pp. 621-6240106.2.13 Solve problems that require addition and subtraction of numbers through 100Children will add one-digit numbers with and without regrouping and record the sum in horizontal form.How do you know when to regroup when adding to a two-digit number?1.NBT.220-5
Subtracting Ten on a Hundred Chart
pp. 625-6280106.2.13 Solve problems that require addition and subtraction of numbers through 100Children will use a hundreds chart to subtract multiples of 10 from two-digit numbers.How can you use a hundreds chart to subtract tens from two- digit numbers?1.NBT.220-6
Subtracting Tens from Two-Digit Numbers
pp. 629-6320106.2.13 Solve problems that require addition and subtraction of numbers through 100Children will subtract a multiple of 10 from a two-digit number.How do two-digit numbers change when multiples of ten are subtracted from them?1.NBT.320-7
Subtracting from a Two-Digit Number
pp. 633-6360106.2.13 Solve problems that require addition and subtraction of numbers through 100Children will subtract one-digit numbers with and without regrouping and record the sum.How do you know when to regroup when you subtract from a two-digit number?1.NBT.320-8
Extra Information
pp. 637-640Prepares for 0306.1.4 Children will solve by identifying extra information.How do you know if some information is not needed to solve?No CC
Envision Math Planning Guide First Grade LHE Page: PAGE \* MERGEFORMAT 26
/1((X1Z1991A3AJJRRmm)*ABDEFIĸĩĝh,Oh
y5CJ(aJ(h
y5CJ(aJ(mHnHuhNh
y5CJ(aJ( jhNh
y5CJ(UaJ(h
y5CJ(aJ(jh
yUh
yhKXh
yh2:h
y5h2:h
y, *U` d$If^gd
yl
&Fd$Ifgd
yld$Ifgd
yl $ ;##d$Ifgd
ylkd$$Iflֈ (%1/37YXXXW
t0644
la$ - X d$Ifgd
yl
;##d$Ifgd
ylkd$$Iflֈ (%1/37YXXXW
t0644
la
@
l
d$Ifgd
yl
;##d$Ifgd
ylkd$$Iflֈ (%1/37YXXXW
t0644
la
9d$Ifgd
yl;##d$Ifgd
ylkd[$$Iflֈ (%1/37YXXXW
t0644
la4rd$Ifgd
yl;##d$Ifgd
ylkd$$$Iflֈ (%1/37YXXXW
t0644
la&
d
d$Ifgd
yl
;##d$Ifgd
ylkd$$Iflֈ (%1/37YXXXW
t0644
la
Kd$Ifgd
yl ;##d$Ifgd
ylkd$$Iflֈ (%1/37YXXXW
t0644
laYd$Ifgd
yl+;##d$Ifgd
ylkd$$Iflֈ (%1/37YXXXW
t0644
la+4>&.d$Ifgd
yl./19;9!d$Ifgd
ylkdH$$Iflֈ (%1/37YXXXW
t0644
la9Ycm/;HOPd$Ifgd
ylPQUd;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
ladmwRd$Ifgd
yl ;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
laHyd$Ifgd
yl ;##d$Ifgd
ylkdk$$Iflֈ %(/37WWWWW
t0644
la.ghod$Ifgd
ylopt;##d$Ifgd
ylkd $$Iflֈ %(/37WWWWW
t0644
la6
"d$Ifgd
yl"#'=;##d$Ifgd
ylkd $$Iflֈ %(/37WWWWW
t0644
la=GPtd$Ifgd
yl;9!d$Ifgd
ylkdr
$$Iflֈ %(/37WWWWW
t0644
la-8aud$Ifgd
yl;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
laOd$Ifgd
yl;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la=QXd$Ifgd
ylXY|;##d$Ifgd
ylkdy$$Iflֈ %(/37WWWWW
t0644
laLMTd$Ifgd
ylTUx;##d$Ifgd
ylkd&
$$Iflֈ %(/37WWWWW
t0644
la\]dd$Ifgd
ylde;##d$Ifgd
ylkd
$$Iflֈ %(/37WWWWW
t0644
laOd$Ifgd
yl;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la P d$Ifgd
yl ;##d$Ifgd
ylkd-$$Iflֈ %(/37WWWWW
t0644
la !L!!!!d$Ifgd
yl!!!!;d$D&`#$/Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la!!!!!;"F"""""""d$D&`#$/Ifgd
yl"""3d$D&`#$/Ifgd
ylkd$$Iflֈ %(/37WWWWW
t
6`D0644
la"#
##a#b#####d$D&`#$/Ifgd
yl ###3d$D&`#$/Ifgd
ylkdC$$Iflֈ %(/37WWWWW
t
6`D0644
la#$$0$h$$$$$d$D&`#$/Ifgd
yl$$$3d$D&`#$/Ifgd
ylkd$$Iflֈ %(/37WWWWW
t
6`D0644
la$%%/%g%%%%%d$D&`#$/Ifgd
yl%%&3d$D&`#$/Ifgd
ylkd$$Iflֈ %(/37WWWWW
t
6`D0644
la&&&i&&&&&d$D&`#$/Ifgd
yl&&&3d$D&`#$/Ifgd
ylkdw$$Iflֈ %(/37WWWWW
t
6`D0644
la&&&'M'''''d$D&`#$/Ifgd
yl'''3d$D&`#$/Ifgd
ylkd3$$Iflֈ %(/37WWWWW
t
6`D0644
la'(((i(((((d$D&`#$/Ifgd
yl(((31kd$$Iflֈ %(/37WWWWW
t
6`D0644
la((()))))))'*3*@*G*d$Ifgd
yl
G*H*L*T*;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
laT*_***+7+G+N+d$Ifgd
ylN+O+S+a+;##d$Ifgd
ylkdX$$Iflֈ %(/37WWWWW
t0644
laa+m+++
,V,j,q,d$Ifgd
ylq,r,v,,;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la,,,-?-k-l-s-d$Ifgd
yls-t-x--;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la---).q.r.y.d$Ifgd
yly.z...;##d$Ifgd
ylkd_$$Iflֈ %(/37WWWWW
t0644
la./W////d$Ifgd
yl////;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la///U001(1<1P1W1d$Ifgd
yl W1X1Z1b1;9!d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
lab1f1y1112 2w222222d$Ifgd
yl2223;##d$Ifgd
ylkdf$$Iflֈ %(/37WWWWW
t0644
la3!3335464=4d$Ifgd
yl=4>4B4f4;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
laf4q44,5i5j5q5d$Ifgd
ylq5r5v55;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la556m6666d$Ifgd
yl6666;##d$Ifgd
ylkdm$$Iflֈ %(/37WWWWW
t0644
la677j778)8:8L8[8j8p8d$Ifgd
ylp8q8u88;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la888/9n999999d$Ifgd
yl 9999;9!d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la99:$:/:::Q;f;;;;;d$Ifgd
yl;;;;;##d$Ifgd
ylkdt$$Iflֈ %(/37WWWWW
t0644
la;;<<$=%=+=d$Ifgd
yl+=,=0=D=;##d$Ifgd
ylkd!$$Iflֈ %(/37WWWWW
t0644
laD=O==8>}>>>>>d$Ifgd
yl>>>>;##d$Ifgd
ylkd$$Iflֈ %(/37WWWWW
t0644
la>>!?l????d$Ifgd
yl????;##d$Ifgd
ylkd{ $$Iflֈ %(/37WWWWW
t0644
la??w@@AA*A0Ad$Ifgd
yl0A1A3A;A;9!d$Ifgd
ylkd(!$$Iflֈ %(/37WWWWW
t0644
la;A@AhAtA~AAAAB"BqB}BBBd$Ifgd
yl
BBBB;##d$Ifgd
ylkd!$$Iflֈ %(/37WWWWW
t0644
laBBCzCC)D6Diiiiiid$&@#$/Ifgd
yliii3d$&@#$/Ifgd
ylkdY:$$Iflֈ %(/37WWWWW
t
6@0644
laijjZjjkkkd$&@#$/Ifgd
ylk
kk3d$&@#$/Ifgd
ylkd;$$Iflֈ %(/37WWWWW
t
6@0644
lak:kFkkkPlQlWld$&@#$/Ifgd
ylWlXl_l3d$&@#$/Ifgd
ylkd;$$Iflֈ %(/37WWWWW
t
6@0644
la_ldlll.mbmmmmmd$&@#$/Ifgd
yl mmm31kd<$$Iflֈ %(/37WWWWW
t
6@0644
lammmnn%nnnnoPo\ono~oood$&@#$/Ifgd
ylooo3d$&@#$/Ifgd
ylkdI=$$Iflֈ %(/37WWWWW
t
6@0644
laooo2pppppd$&@#$/Ifgd
ylppp3d$&@#$/Ifgd
ylkd>$$Iflֈ %(/37WWWWW
t
6@0644
lapqqqq"r0rGrNrd$&@#$/Ifgd
ylNrOrTr3d$&@#$/Ifgd
ylkd>$$Iflֈ %(/37WWWWW
t
6@0644
laTr`rlrr?smsssd$&@#$/Ifgd
ylsss3d$&@#$/Ifgd
ylkd}?$$Iflֈ %(/37WWWWW
t
6@0644
lassst3tptttd$&@#$/Ifgd
ylttt3d$&@#$/Ifgd
ylkd9@$$Iflֈ %(/37WWWWW
t
6@0644
latttuZuuuud$&@#$/Ifgd
yluuu3d$&@#$/Ifgd
ylkd@$$Iflֈ %(/37WWWWW
t
6@0644
lauuu!v|vvvvvvd$&@#$/Ifgd
yl vvv3d$&@#$/Ifgd
ylkdA$$Iflֈ %(/37WWWWW
t
6@0644
lavw wwwlwwwwwwxx!x'xd$&@#$/Ifgd
yl
'x(x.x3d$&@#$/Ifgd
ylkdmB$$Iflֈ %(/37WWWWW
t
6@0644
la.xOx[xxxyyyd$&@#$/Ifgd
ylyy#y3d$&@#$/Ifgd
ylkd)C$$Iflֈ %(/37WWWWW
t
6@0644
la#y*y6ylyyy zzd$&@#$/Ifgd
ylzzz3d$&@#$/Ifgd
ylkdC$$Iflֈ %(/37WWWWW
t
6@0644
laz*z6zlzz{{${*{d$&@#$/Ifgd
yl*{+{1{3d$&@#$/Ifgd
ylkdD$$Iflֈ %(/37WWWWW
t
6@0644
la1{W{c{{{|3|:|d$&@#$/Ifgd
yl:|;|B|3d$&@#$/Ifgd
ylkd]E$$Iflֈ %(/37WWWWW
t
6@0644
laB|G|o|{||}@}R}_}s}}}}d$&@#$/Ifgd
yl}}}3d$&@#$/Ifgd
ylkdF$$Iflֈ %(/37WWWWW
t
6@0644
la}}}~f~~~~d$&@#$/Ifgd
yl~~~3d$&@#$/Ifgd
ylkdF$$Iflֈ %(/37WWWWW
t
6@0644
la~~~5hd$&@#$/Ifgd
yl31kdG$$Iflֈ %(/37WWWWW
t
6@0644
la*zd$&@#$/Ifgd
yl
3d$&@#$/Ifgd
ylkdMH$$Iflֈ %(/37WWWWW
t
6@0644
la'3o'.d$&@#$/Ifgd
yl./43d$&@#$/Ifgd
ylkd I$$Iflֈ %(/37WWWWW
t
6@0644
la4[g,3d$&@#$/Ifgd
yl34;3d$&@#$/Ifgd
ylkdI$$Iflֈ %(/37WWWWW
t
6@0644
la;@HT(VW^d$&@#$/Ifgd
yl^_d3d$&@#$/Ifgd
ylkdJ$$Iflֈ %(/37WWWWW
t
6@0644
ladsӄaxd$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkd=K$$Iflֈ %(/37WWWWW
t
6@0644
la7}d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdK$$Iflֈ %(/37WWWWW
t
6@0644
laʆֆ,d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdL$$Iflֈ %(/37WWWWW
t
6@0644
la(|؈߈d$&@#$/Ifgd
yl߈3d$&@#$/Ifgd
ylkdqM$$Iflֈ %(/37WWWWW
t
6@0644
la
kvŉd$&@#$/Ifgd
yl 3d$&@#$/Ifgd
ylkd-N$$Iflֈ %(/37WWWWW
t
6@0644
la *Rڊ d$&@#$/Ifgd
yl
3d$&@#$/Ifgd
ylkdN$$Iflֈ %(/37WWWWW
t
6@0644
la-9d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdO$$Iflֈ %(/37WWWWW
t
6@0644
la0< d$&@#$/Ifgd
yl !&3d$&@#$/Ifgd
ylkdaP$$Iflֈ %(/37WWWWW
t
6@0644
la&4@FZad$&@#$/Ifgd
ylabg3d$&@#$/Ifgd
ylkdQ$$Iflֈ %(/37WWWWW
t
6@0644
lag3bcjd$&@#$/Ifgd
yljkp3d$&@#$/Ifgd
ylkdQ$$Iflֈ %(/37WWWWW
t
6@0644
lap.d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdR$$Iflֈ %(/37WWWWW
t
6@0644
laΐې=d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdQS$$Iflֈ %(/37WWWWW
t
6@0644
la'1 GTahd$&@#$/Ifgd
ylhin3d$&@#$/Ifgd
ylkd
T$$Iflֈ %(/37WWWWW
t
6@0644
lanNd$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdT$$Iflֈ %(/37WWWWW
t
6@0644
laɔՔ\d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdU$$Iflֈ %(/37WWWWW
t
6@0644
laǕӕ<{Жߖd$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdAV$$Iflֈ %(/37WWWWW
t
6@0644
la(4_җߗd$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdV$$Iflֈ %(/37WWWWW
t
6@0644
la6{d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdW$$Iflֈ %(/37WWWWW
t
6@0644
la֘Kڙۙd$&@#$/Ifgd
yl31kduX$$Iflֈ %(/37WWWWW
t
6@0644
la%ƚښ1=JQd$&@#$/Ifgd
yl
QRW3d$&@#$/Ifgd
ylkd1Y$$Iflֈ %(/37WWWWW
t
6@0644
laWmyɛScw}d$&@#$/Ifgd
yl}~3d$&@#$/Ifgd
ylkdY$$Iflֈ %(/37WWWWW
t
6@0644
la.d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdZ$$Iflֈ %(/37WWWWW
t
6@0644
laΝڝAҞ؞d$&@#$/Ifgd
yl؞ٞޞ3d$&@#$/Ifgd
ylkde[$$Iflֈ %(/37WWWWW
t
6@0644
laޞy՟֟ܟd$&@#$/Ifgd
ylܟݟ3d$&@#$/Ifgd
ylkd!\$$Iflֈ %(/37WWWWW
t
6@0644
lakàd$&@#$/Ifgd
ylàĠɠ3d$&@#$/Ifgd
ylkd\$$Iflֈ %(/37WWWWW
t
6@0644
laɠT{d$&@#$/Ifgd
yl31kd]$$Iflֈ %(/37WWWWW
t
6@0644
laסT_%+d$&@#$/Ifgd
yl+,33d$&@#$/Ifgd
ylkdU^$$Iflֈ %(/37WWWWW
t
6@0644
la38LX)*2d$&@#$/Ifgd
yl2383d$&@#$/Ifgd
ylkd_$$Iflֈ %(/37WWWWW
t
6@0644
la8Wc ?@Hd$&@#$/Ifgd
ylHIN3d$&@#$/Ifgd
ylkd_$$Iflֈ %(/37WWWWW
t
6@0644
laNo{ѥTU]d$&@#$/Ifgd
yl]^c3d$&@#$/Ifgd
ylkd`$$Iflֈ %(/37WWWWW
t
6@0644
lacId$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdEa$$Iflֈ %(/37WWWWW
t
6@0644
laʧ w¨è˨d$&@#$/Ifgd
yl˨̨Ѩ3d$&@#$/Ifgd
ylkdb$$Iflֈ %(/37WWWWW
t
6@0644
laѨ[d$&@#$/Ifgd
yl3d$&@#$/Ifgd
ylkdb$$Iflֈ %(/37WWWWW
t
6@0644
la+ڪ%&.d$&@#$/Ifgd
yl./43d$&@#$/Ifgd
ylkdyc$$Iflֈ %(/37WWWWW
t
6@0644
la4GTkݫޫd$&@#$/Ifgd
yl31'1 dgd
ykd5d$$Iflֈ %(/37WWWWW
t
6@0644
laFGHI
H$_gd
y dgd
y
)1h0:p
y= /!"#$%$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v #v #v:Vl
t065Y5X5W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6`D065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6`D065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6`D065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6`D065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6`D065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6`D065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6`D065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6P065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6P065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6P065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6P065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6P065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6P065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6P065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6P065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5$$If!vh5 5 5 5 5 5#v #v:Vl
t
6@065W5666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH J`Js~NormaldCJ_HaJmH sH tH DA D
Default Paragraph FontRi@RTable Normal4
l4a(k (
No Listt`tk
Table Grid7:V0d>@> k0HeaderdH$..k0Header Char> "> k0FooterdH$.1.k0Footer Char@@B@. List Paragraph ^m$PK!K[Content_Types].xmlj0Eжr(]yl#!MB;BQޏaLSWyҟ^@
Lz]__CdR{`L=r85v&mQ뉑8ICX=H"Z=&JCjwA`.Â?U~YkG/̷x3%o3t\&@w!H'"v0PK!֧6_rels/.relsj0}Q%v/C/}(h"O
= C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xmlM
@}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$y@/yH*)UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f
W+Ն7`gȘJj|h(KD-
dXiJ؇(x$(:;˹!I_TS1?E??ZBΪmU/?~xY'y5g&/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ
x}rxwr:\TZaG*y8IjbRc|XŻǿI
u3KGnD1NIBs
RuK>V.EL+M2#'fi~Vvl{u8zH
*:(W☕
~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4=3ڗP
1Pm\\9Mؓ2aD];Yt\[x]}Wr|]g-
eW
)6-rCSj
id DЇAΜIqbJ#x꺃6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8քAV^f
Hn-"d>znǊ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QDDcpU'&LE/pm%]8firS4d7y\`JnίIR3U~7+#mqBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCMm<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!K[Content_Types].xmlPK-!֧61_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-!
ѐ' theme/theme/_rels/themeManager.xml.relsPK]
I aaaaadI $
+.9Pdo"=XTd !!""##$$%&&&''((G*T*N+a+q,,s--y..//W1b123=4f4q5566p8899;;+=D=>>??0A;ABB?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~C[^d!<@0(
B
S ?)EJ)EJY`h^h`o(^`o(-0^`0o(-.*0^*`0o(-.. ^`o( -... ^`o(-....
T`^T``o(
-.....
r`^r``o(-......
^`o(-.......Y
y U-X@l94r&dKY4 & . / 1 c /
;
P
Q
m
RHy.
g
h
o
p
6"#Gt-aO=QXYLMTU\]deOPL;
bhgiM i !!!'"3"G"H"_""#7#G#N#O#m##
$V$j$q$r$$%?%k%l%s%t%%%)&q&r&y&z&&'W''''''U(()P)W)X)Z))*w*****!+++5,6,=,>,q,,,-i-j-q-r--.m...../j//0j0p0q00/1n111111$22Q33333344$5%5+5,5O5586}66666!7l777777w889*9091939t99:q:}::::;z;;6<<<=<h<<=l=====)>q>>>>>>?h??????#@t@@@@@@!AzAAAAAABIB|B}BBBBBB$C~CCCCCCEDDDDDDEUE}E~EEEEF`FFFFFF'GGGGGGG?HiHHHHHH0IIIIIIILJJJJJJJ)KKK6LBLWLXLLL3MuMvM}M~MMM$NiNvN~NNNN,OOOOOOPXPPPPPPQmQQQQQRrRRRRSS@SS
TmTTTTTUU0VaaaaaabZbbccc
cFcccPdQdWdXdd.ebeeeeeefffPg~gggg2hhhhhhiii"jGjNjOjljj?kmkkkkkl3lplllllmZmmmmmm!n|nnnnnolooop'p(p[pppqqqq6qlqqq rrr6rlrrs$s*s+scssst3t:t;t{ttu@uuuuuvfvvvvvv5whwwwwwwwxzxxxyy3yoyyy'z.z/zgzzz{,{3{4{T{{(|V|W|^|_|||}a}x}}}}}7~}~~~~~,(|׀߀
k*ڂ
9< !@FZab3bcjk.ۈ='GThiNՌ\Ӎ<{4_ߏ6{Kڑۑƒ1=QRyɓSw}~.ڕAҖٖؖy֗ܗݗkØĘT{T+,X)*23c ?@HI{ѝTU]^Iʟ w àˠ̠[+ڢ%&./TkݣޣJ^@I`@UnknownGTimes New Roman5Symbol3Arial7Calibri 1hpC&pC&T%E !n4ON#HP ?'k0"
kristalinkousTony Dalton
Oh+'0@x
(08'kristalinkousNormal.dotmTony Dalton2Microsoft Macintosh Word@F#@`D@TPU@TPU%
՜.+,0hp|
' ETitle
!"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~
!"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~
!#$%&'()0Root Entry FOXU2Data
d1TableEWordDocument+SummaryInformation(DocumentSummaryInformation8"CompObj`ObjectPoolXUXU F Microsoft Word 97-2004 DocumentNB6WWord.Document.8