From: imsconformance@imsglobal.org Sent: Friday, January 17, 2020 1:24 PM To: conformance@imsglobal.org Cc: hugh.rutledge@pearson.com Subject: Conformance Report Full Name: HughRutledge Email Address: hugh.rutledge@pearson.com Organization: Pearson Product Name: enVision Florida Mathematics 2020 Grade 1 Product Version: 1 Source: IMS Online Validator Profile: 1.3.0 Identifier: realize-195d078e-d726-30a7-8b0c-b0917da45c03 Timestamp: Friday, January 17, 2020 01:07 PM EST Status: WARNINGS Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. Messages (7837) I_00015ec7-9e89-3344-a946-79025e239875_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0003a3b3-1d7b-37ae-9932-984d1ad87852_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00046fca-9cbe-3775-8238-d29f8c76ece8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_001fd322-67ca-36ec-9f81-86001df32680_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_002230c1-11bb-3ac7-b5e3-08a4bcbf6010_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0022471c-74d1-359b-8814-d93499e2adab_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_002277eb-0759-358b-ae85-255f561e241b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_002277eb-0759-358b-ae85-255f561e241b_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_002277eb-0759-358b-ae85-255f561e241b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_002277eb-0759-358b-ae85-255f561e241b_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_002277eb-0759-358b-ae85-255f561e241b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_002ec81f-e6b4-365d-bdca-12cca1cb2275_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_004402cf-46cb-3967-b678-2d02714820ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00489333-12c5-33f5-b5b6-fd6a9c98c565_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_006ddd9a-e665-3722-8fba-4d4f201fd86b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_006ddd9a-e665-3722-8fba-4d4f201fd86b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_007d3d35-e7e7-3243-bd6c-170339e653c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_007d3d35-e7e7-3243-bd6c-170339e653c9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00881999-7a5f-3db2-a0ce-139da495b84d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_008be1d0-fed5-338f-84a6-39873a0ccf07_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_008c633b-4d96-3abe-a774-77559bd637a2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_009ccae5-e7eb-34e7-b9e1-01ed69e37850_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00a23e84-295b-3c7b-8b03-03697158da75_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00ab04c7-8109-3774-9b4d-d4aea6ff6f26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00ab04c7-8109-3774-9b4d-d4aea6ff6f26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00b691d2-4681-3f71-8aba-94b25d4ff291_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00c631cd-6f6d-3321-830f-664416d66e18_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00c7f057-5908-3ab4-9b2c-354cfbd9da84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00c87410-49b0-34c5-8840-f017d30b48a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00c87410-49b0-34c5-8840-f017d30b48a0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00c88447-c182-3799-a71f-f47c4cb52c55_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00c93fc9-7be1-33a1-a85a-90f242431554_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00d02e15-dc2b-3d0d-b92e-ac2a0a6c6ed8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00daf472-dc5f-32c6-9dbb-e1ce62fb92e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00db5e92-f01c-336e-8910-9d763bc68a56_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00eb51aa-70af-3379-868d-98e61f4c849b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00eb51aa-70af-3379-868d-98e61f4c849b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00f675d9-8587-3554-9ef7-dfd4c9865f90_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_00f6e4d1-d764-3b08-814a-5126ca9fc188_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01018b5b-dd07-30c7-9c3c-5b3954ce838d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01045993-9ca9-3ec6-9143-c2c7fcfda364_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01073ac0-6f46-3d44-9ae4-6efc741672eb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_010fb446-ef45-3210-baf0-fd2b4576bfd1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0139433c-be93-37e2-8e26-184cbb1f9cba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_013aaddb-c3ed-3d25-ab7c-42e520a93200_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0145a6c2-67f0-3674-bd89-460c18458488_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01642bad-7d89-3ccc-93b3-8ec9140e2650_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_016cdb68-e4b2-3dc6-8206-f890a0fa7774_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01745028-9093-37e4-8433-2fa671513187_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0176f53f-8630-3233-9521-3d6ab5be929e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01792932-6e4c-31ea-822f-564d01b0cbe4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_017c3cfb-4f25-322a-bc8b-5edac060b421_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0187a14c-36fd-3b68-b9f5-3e1b7590b0a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01a032dc-82c7-3760-bfea-8a5aab2a5063_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01a7f9af-50fb-3077-891c-5f6d717cfc12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01d590c9-1e7a-3c5d-b927-a0d44b351307_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01dfd027-07db-3d1e-a6d8-9745acbfb0bb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01e06d3e-c165-3a64-a3d5-baf0544f362a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_01f3e800-a1b3-31c5-81b2-82258a949d00_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_020099c2-aa01-3f65-8ab4-d162ddf288e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02112693-093c-3627-abe2-904bd3e4fea4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_022b4e60-c213-34d5-b9a1-6be367febc69_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_022e09a9-1d24-37a9-85d5-a0b93f70ef94_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0231dfdb-2398-3850-b19d-c543261e1f2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02328c7d-b5ca-3c5c-a85a-73adaa4c6c26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_023ecf25-0c32-31d9-97b3-5d330731e8fa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02498b07-4dd2-3f56-809b-a9d85851fb93_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0252e9f9-df48-36c0-8c85-9975770b7563_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0252e9f9-df48-36c0-8c85-9975770b7563_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02540771-518c-3e06-9e82-c83b21e22fab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02540771-518c-3e06-9e82-c83b21e22fab_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_026a1f58-20cc-31c5-afe5-1aec86b9672a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_026a1f58-20cc-31c5-afe5-1aec86b9672a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_027b1e35-1ab6-39f5-a7d8-c8caf308d4bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_027cc2a9-ba20-352c-9e1b-494afb378e7c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02923c97-12ec-3922-933a-0107e1fe5aed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02a72cf5-d400-36a9-a4b3-b14a369c03fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02b02e15-09cc-374e-8cef-b44550641485_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02b36f7d-1f2a-3e7a-9c71-c24ec76fd691_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02b40afc-3a86-34bc-82c1-283266eb319d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02b58430-1ba2-3a29-b347-3fc7383640e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02b58430-1ba2-3a29-b347-3fc7383640e0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02b8ac11-e251-35e0-9fc5-25cbd0810a92_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02b994bc-8451-39c6-805a-eada0f1f317d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02d49453-7298-3cf9-86d2-5692069e75df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02e9dd64-3fc5-3f12-b356-d8969b25206e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02f12e38-1101-3964-9954-23d5df541330_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_02fcc6f2-13f6-397f-931d-2e50d4c82031_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0316341c-eaaa-31d9-a43f-98cdcc5650e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_031a7e25-210d-3f87-8f28-2111e9ffc31e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_031edc08-95c3-3b08-8bb3-c4ba38311894_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_032085cb-f418-3635-b1a6-a76f75b393fd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03253414-b4fb-3e8d-9658-3d63447c84ca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_032784c7-eec1-3358-aa44-05ffeb3352c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0327913e-b64d-3d32-9e36-92834f7a8225_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03399343-b176-3f0d-badc-735798de1c5d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0340b5f4-b658-3c1c-9d95-1b1f1602563b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_034f58f6-dbfc-322f-ae60-fda6ecb76238_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0357691f-dc82-39d4-a4b8-37398f5a7eef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0362a48a-aa07-3162-872c-e1c7452232cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_036653f3-eb10-31d6-8dbf-a26be4e78db0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_036c051a-aebf-3340-b740-afbaf7f38acc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0370c536-3970-35c0-a694-1f77722782c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03976f02-c6e5-3767-a373-c78be4a5192f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03a384d8-02eb-38aa-a4be-0b5ed78ed05f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03a9a2f1-f406-3250-aa40-ce4abff96553_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03a9a2f1-f406-3250-aa40-ce4abff96553_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03b38da7-2eb7-35f9-8d7d-f2b2f851a67c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03c766f7-02b4-3fe0-9a57-13cd4d391720_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03cb7540-0cb3-38aa-805a-8b5bbfe1663f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03cb7540-0cb3-38aa-805a-8b5bbfe1663f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03da10ed-c7bd-30b9-88a1-037eecab4994_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03dc8aec-113d-3acf-9bbb-38254959b500_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_03ed234e-378d-3a6c-819b-80f2d5f78207_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0404de1e-d98f-3d47-9a34-71913492f47d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_042497df-b759-393b-9175-c3a7a99443b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0428cd1b-76f5-3a07-b9bf-73160794bbf3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_043ab9e5-f495-3e7c-8a38-2988b6ae20a3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_043feb8f-86ea-3924-85c9-9e5610483424_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0449b1e4-7c68-39e5-8040-67d203221ecd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0449b1e4-7c68-39e5-8040-67d203221ecd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0465c19b-52f6-3191-b30d-9c66315be2aa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0474e202-3b30-36c8-bac9-8cfb1a2ccb4d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0475a0d6-d138-33d0-a2ff-2324377c488d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_047839ed-1484-326f-90a9-31c3e9358fbe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_047839ed-1484-326f-90a9-31c3e9358fbe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0479b46a-0574-317b-b88f-40983fca2a82_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0483130e-010a-32fe-a9f8-15ec5b2db15b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_049eb965-61af-3dd2-b305-1e2cb9fc9897_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04c27c25-0a73-345d-b5a8-ca02ee578e9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04d1a25b-0601-3387-9c5a-34c1a5d8074a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04d2c9fe-76f5-34f9-ade1-e865317150fa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04d7bb76-d7b8-3a35-88f9-ed38b90ab813_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04d8c7c1-a52f-3841-a684-07303b144657_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04da68f1-6093-3467-bf2f-a4bc1fb09025_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04da68f1-6093-3467-bf2f-a4bc1fb09025_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04e2a602-0488-39fd-9db2-1a5ca2bf40e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04ef3dd2-47f9-3284-9435-76a528ca17e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04f3c9ae-b4c5-324e-b617-ab80146ee392_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_04f3c9ae-b4c5-324e-b617-ab80146ee392_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05065af4-1ea3-3a99-8f51-8b86a21bb0df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_050dfaaf-6586-3713-9ed0-5f1ab2d866ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_051ecce4-4842-3d4e-aede-caabd2ebbce1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0529c242-b7df-386d-b76e-8d0c64652d05_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_053a582a-ac0d-33e6-bc34-67c38113827c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_053d94e4-b59a-395a-931f-0d7bb9b81014_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0553982e-266a-3b91-9039-ae1166111307_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05694716-b0dc-35c1-8975-bb3f5e2a377c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0587be06-57eb-3f0b-9be8-a3193b74c773_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0588637a-c5b6-38a8-bce4-0c51b026449f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_058bf2ec-e962-388a-8133-10f5a4be913e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_058bf2ec-e962-388a-8133-10f5a4be913e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_058f5841-2562-3599-bff7-e04bafbae3d1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05972f06-3e48-3822-8af3-a27bcfd719e1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05b35d08-16ea-31d8-90ee-dce53a2ada6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05cf7077-7772-3658-9311-978865b23bcd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05e07ea2-630e-391f-9033-11ab5e2a2167_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05e07ea2-630e-391f-9033-11ab5e2a2167_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05e07ea2-630e-391f-9033-11ab5e2a2167_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05e07ea2-630e-391f-9033-11ab5e2a2167_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05ea4c2e-aa79-34a2-8d89-3521cd53ebff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_05f00c8c-ddbe-30fc-9114-bd9b1ee2e728_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_06015516-e6e2-330e-b3f4-d6fcce455e55_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_06167699-9f92-3e12-8e05-9f6897c826bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_06167699-9f92-3e12-8e05-9f6897c826bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_061ec32e-ba14-3d4e-a0e4-014410d6fb8b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0629f046-71a9-388b-9755-ecbf3cedc462_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_063993d5-13c8-3ca1-b9a2-69070c3afb18_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_063acbc1-cbd8-3252-b58c-51accc19c249_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_063acbc1-cbd8-3252-b58c-51accc19c249_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_064c9c7d-94bf-3e32-9a29-c73ac7a12a9e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0652164b-acd0-311a-ad3b-33e369a54baa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0652d9b4-2ddc-34d7-94c9-6cbba3d00259_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0658b814-cdf8-3872-b3e4-c9a058337551_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_065af7c9-06af-3f53-bdca-56e44f5ed377_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_065f64cc-25d2-3888-be23-065874cdcb2a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0671ffa9-e651-3d23-a0ac-a2b6cc6fa062_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_067bf09e-40b1-3781-ad62-b2836555be9a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_067bf09e-40b1-3781-ad62-b2836555be9a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_067fe06f-9d40-303b-b89a-7c791c8a40b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_068622a7-32df-39aa-b787-91d5a9efc7cd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0692c87f-4a90-35c0-a0ce-6f015b07b786_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_06c0e347-e3f7-3a57-beb7-2a82824a04a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_06f5d7fc-a655-35d0-b7de-c0ffa965ccd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_06f7b2fc-2440-314c-b1fe-7eeafc01d2b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_06f7b2fc-2440-314c-b1fe-7eeafc01d2b3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_070fab75-a513-387f-a2a4-5ce6188322e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07115c4f-f83e-33a9-a3f1-2b6f6abcc350_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0711aa0b-f677-3a3a-b568-de66126bf138_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_071d46ec-a523-3ab0-91a9-9b34289072f8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07366b49-94c5-3290-bd45-c31bbde412ef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_074c4ca1-ef75-3b17-b933-7e9149ea9657_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0771db6f-fa0b-3556-8cb8-57295b08df37_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07772087-96cf-3ed4-b816-76c32c629ad3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_077cf7de-6f9e-36ab-bcd3-3582ccd03250_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_077f284a-a14c-3b66-912d-9fc6de50b275_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0796941c-3042-3d57-bdb6-e56c63b2fbf7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_079c5fb3-ae2d-39f5-bedd-077a50cfb634_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_079e3029-7042-3047-a2c7-b9cf5545b35f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_079efc1a-c156-31f1-a329-9f89ef641b63_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_079f658e-ef03-3460-8209-c3970062e0db_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07b49819-5195-3269-9ab8-2a79c7cc8a38_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07ba5ae7-efcc-3d5a-b39f-0a8cea6915f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07c0fefe-0c03-34a0-b21b-ea53be3a5de5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07c0fefe-0c03-34a0-b21b-ea53be3a5de5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07c2d145-8820-322f-9226-b09c665fe3bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07c5ff86-b659-3d46-96fc-a8ae79b4a757_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07c63bfa-e481-388f-be82-cd7b1ab04760_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07c6cbf3-31e7-3c5d-8809-f6ed8ee7f259_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07c6cbf3-31e7-3c5d-8809-f6ed8ee7f259_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07ce4999-7649-3f42-953e-9194a4439fa7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_07db07fb-ba11-376b-b032-009fe195279e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0803be02-6d40-3532-ba20-379f95482df9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0808fee6-404d-30d7-81b5-a171677cdb1e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_081291c1-28f3-3e61-a372-b936d664e50c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_081b7629-d3ef-3883-a534-2d9d044d9a7b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_082e3233-8113-3f11-9117-082a4e439832_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08300886-f1c1-306a-8d50-7b3c7aaf1b6b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08387194-b9c4-3c9c-a9ce-445421ff4e49_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_083da314-465a-308e-8df6-176dd2b31eda_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_084a6f97-349b-3198-9397-44e433fc82e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_084aef09-0103-3674-8f15-269e3eb388c1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_085723c8-fc49-33c8-b8b1-74da4e59cf51_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08573fd7-6b1c-3636-9727-0606eed0762c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_087a2e57-eebc-337a-8d7e-d36c7b413bad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_087dffb3-9d00-3924-94ed-b195cb5f22a4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0899c849-4de2-376c-b31e-489c5a9a81e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08ab881f-66ce-3d4f-ae7c-ad011600f054_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08b10f55-8419-35cc-a3e0-89832c0eb2ee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08b3fe96-665d-3047-aefa-c3479b4fb1a9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08b5da92-a901-34d7-bf8e-f6fdf18a9ad0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08c29421-b6f2-3c28-8449-e2dd70141c75_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08c29421-b6f2-3c28-8449-e2dd70141c75_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08d75d4c-33eb-3198-9b00-84801e7f2120_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08d91b9b-47b0-3551-a639-a3816881fb1d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08d91b9b-47b0-3551-a639-a3816881fb1d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08f18332-90b2-30f1-b708-ac39f39e80f6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08f726c7-f225-3d63-b423-940ce7c89fb9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08f94115-918e-3258-b69a-26d5a24293d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_08fad070-4fcb-3ea9-9413-ef0b032b193e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0904142a-78a2-335f-b447-4b8ec4e26307_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09050b5b-6e07-388f-824c-a669a8bd2132_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_090765e4-e7ea-3f5c-abdc-271fb4d96815_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_091200ac-fb86-3f53-9d16-84e5b5585988_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0918b0d5-047d-3063-b5a1-8712995b289f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_091b74b1-c10c-3f07-9746-5ccb3860adff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_091b74b1-c10c-3f07-9746-5ccb3860adff_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0928cbed-0689-3b3f-9ccf-87d7ab6404f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0928cbed-0689-3b3f-9ccf-87d7ab6404f7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09361129-199a-3949-b945-4e5b2c372885_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_093a6cb8-c9cf-3acd-88f9-53276ff360e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0950b679-2aeb-34f2-bcdc-9ef7b6ce0b21_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09544a08-9c23-31a5-b3bd-2265fb57b643_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_095b6f29-fd28-3c79-be2f-cfd6fb1d721f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09648bbe-0901-33a9-9d63-46b097010d09_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09725a54-5e8e-3803-96fc-d36fe11f66a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_097f7100-5b37-3e1f-a3fa-547ea8969124_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0987bd0f-15e3-346c-b185-86296f984029_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09898abd-7bb3-3e56-909c-afb6534611e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09c2c4ef-dbb5-3537-b492-bdd767761700_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09c90827-8f54-321f-9537-af5a626e043a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09da8dee-6287-3b7d-ace1-805c7ef863df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09da8dee-6287-3b7d-ace1-805c7ef863df_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_09ff305f-9cf5-335b-9c69-f15214c41cc7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a0885e6-815b-3b2f-b16d-0170c6488690_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a104ddc-3513-3d00-9572-fd3b11d2098b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a104ddc-3513-3d00-9572-fd3b11d2098b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a12882c-57ca-3b63-9ffd-e2845270ce77_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a13d070-9277-3914-a8ee-aa8904f3074c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a266fbd-e43a-3854-8f3b-e2bfdbba482d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a2a2310-1a10-3de1-87a7-0548a3c561cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a30ae3e-2605-3c17-bfa4-27fe609ee94e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a38a962-12f8-3639-b651-6681ff1ed351_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a450670-d156-3fb0-b40a-040dbcbf0490_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a47cff3-3d26-3f11-8a43-4b85f12971a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a4d277b-6f38-3f35-8836-b247973e2f25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a541836-b487-3b16-88df-294a89038bc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a596a2b-c1f7-3a7e-86ef-8ae303ee249f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a5b7cb4-8a19-3c81-b1ab-094fbf391209_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a758457-9404-33eb-bbff-aef73574ec97_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a81c30c-f542-3be0-a256-7a19112ac74a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a822189-e129-34a1-9996-c3d86960346f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a877824-106e-3f0f-a6d7-870d3e17da2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a87f91e-e6c2-33ff-b504-b787251a929f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a8a5105-aa82-39e6-b219-540119fe7a2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0a954efd-fbbd-307c-9994-590cc5f30233_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aa9dc61-2ac6-36be-b062-917d2e08865e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aac6ec6-1df7-390a-be07-e38e72266715_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ab28100-db71-3cbf-8fc9-6faac38bfa8b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ab86db8-306b-3f9f-9075-0537a7c0c634_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0abdf254-0ae6-312d-ba65-be66a33fe033_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0acd82e2-6166-3276-948a-f4d0d38cbdc6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0aef8e1a-1578-3fa2-8153-4f438c51dfb2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0af58b40-f891-3a7a-b3cb-8c397badf26e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0af9fd82-708a-39d2-ae45-ba2d595ceb06_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b08819f-cedc-315c-8476-1a56df03bb05_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b08819f-cedc-315c-8476-1a56df03bb05_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b10e5df-a1b8-37ef-961a-23f616f8a095_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b39e576-76f8-3e13-887d-5cd7fe4169c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b3d3afc-874a-30c7-838f-dddfbb8b1dff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b55e676-6a49-3b64-be4a-f7922eb87b87_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b5bbcef-284d-3bba-9a69-a7dc8648189a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b64d0ed-8da0-3670-b7e1-2378aee45228_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b747a7a-76d2-37f9-9a4c-93a416ab217c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0b8edcd0-ed1e-371d-864c-56776762a179_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bac2434-7bfa-3150-88d7-ac6fcd1413c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bc564c2-e473-304e-a425-33286228afc7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bcea676-0394-3aca-add1-3b7077c41748_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bd14e84-9afa-3bad-b04b-3a36ffde93ba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bd6caab-dab3-3732-9313-c8bd60ca76ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bdc69d7-a7dc-3712-8291-5770e80240b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0be57c1e-a584-3d19-b677-78f72ce4faf2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bee5329-0226-393e-bca4-e035147d476c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bee8dd2-ce23-3322-a1ce-df92d431c2b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0beed65c-db83-35d8-8b87-cee590a808ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0bfbe589-f872-3c54-bb0c-cf102b6a3846_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c09f666-c274-346a-ab69-e53443b61d95_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c138e5c-aacd-31a2-a952-f0b8f64ff50b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c1a9d15-128d-3abc-be32-c07f7024a8b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c3121f6-3f34-34ca-a4a8-3e3d9a797a63_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c4f802b-e62c-3667-b08b-177a6f7c7591_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c511c37-1d66-34de-afdd-4ecf121a2406_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c51707e-d12e-3654-8b04-fc58a570a33c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c781efd-86f2-33cc-af55-90e668ac31d7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c7a1859-a36b-3500-b387-317119d7656d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c828ff6-58a9-338c-b186-8add0bedec31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c93245f-5d19-31bd-8b69-1b6998e9a965_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c9a9d73-4fbd-3a64-b148-7c1e800a0a88_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c9f8e84-6885-35fe-8089-c13d8c2b152d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0c9f8e84-6885-35fe-8089-c13d8c2b152d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0cb558d8-e311-3e5c-98f3-d2c083625325_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0cb7b7bb-7d2d-3075-a14f-b88a3fc0f842_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0cd7c8c4-2c0f-3e70-8faa-53029a5ef993_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0cdb8268-14b7-34c2-b4c7-e4763726c48e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ce5da4b-d983-31ef-b2d1-ea92d88618ee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0cf2d522-792e-3072-a4f8-9ebe26baceec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0cfed83e-af43-3b35-b4be-eb00e95be8d8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d05f7fe-f504-3c3e-ab56-46dd43bc5eb1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d1061e0-6faf-395e-b3c2-1958e1d13f17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d148ee7-0376-3080-bf6a-8190d57d520b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d15ad3d-ab04-35fa-b1d5-60da933833c9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d2b8513-ef17-3ad5-af21-90b66427881d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d4ba54b-8a9a-3885-aafd-54274df8a018_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d4ba54b-8a9a-3885-aafd-54274df8a018_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d500d2c-ce1d-387d-b0ff-bd0f08a1b05d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d686a16-619e-3348-9aac-c940243e12c5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d76f302-56f4-3db2-8d53-52c893906768_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d76f302-56f4-3db2-8d53-52c893906768_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d79f8c8-b65d-3aee-adca-ab18482923e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d7ad23a-8021-329b-933a-134b459bb1b4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0d9d04f1-30a6-3ef2-8502-f922ca66cccc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0daafe1f-1093-3498-abf1-928608ba065b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0dad0198-83ea-3421-851c-7b2d26980f0d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0dc33095-25c2-3062-a13f-751318991499_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0dcf7c1b-0d34-3c4b-92ac-e39c38f35d70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0dd049a7-d897-3cbe-b712-4c2e3a349f9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0de039d5-199e-3f22-8c4b-ad6aee7ca002_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0de7504d-4687-389a-930f-2129d388ac86_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0de963e2-c3c6-3f88-802f-3b0dfdb884a4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0dee2984-adf9-31a9-b693-10fe798e8ff4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0df0bb7e-8957-34e5-b3bb-b1d4b6cee101_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0df562af-8869-3e39-ba4c-2f328bf716ea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0df77281-0c9e-339c-92df-9d95e3910f84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0df9b232-0f11-3a73-9119-54689fb8069b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0dfe39ac-a3ea-3eef-aca1-d0ae9e01c127_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e0bd3f2-aaab-3e45-91b2-e667e3cf2491_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e3000a0-2a8c-3110-92d8-743a9e8daea2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e3019a7-7bf9-3f78-b2f4-6e58f205a858_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e355721-c1fa-35f2-8c0e-dad15acf0265_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e48056f-2d41-3207-932e-f2af19f5d335_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e4f9374-fbde-335e-8289-af96a41e4365_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e778977-28ee-39c8-bfb2-46e5b0dfdb1d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e787252-f5e5-37d3-92c2-a7711b128229_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e7a2670-94a1-3057-a85d-9fb7b711f071_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e7d669d-f743-3dc8-9fef-498cea7a9634_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e88c54b-fa38-3222-8ac7-7f1e118d7a4e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e9c2903-ae76-3dd9-aac5-54253b2004d0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0e9c2dae-e819-3254-addf-834bc3eae5dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0eb829ed-7e00-3d18-a71d-9b1dc82806d3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ebba6a1-b60f-32ba-9ee8-d79135a5f1c5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ebdab03-6318-3733-954f-004bf7261935_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ec81bbe-6d50-3a88-a270-d20fab7235a8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ec97855-0dea-313f-b002-87492d383fe0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ef82534-ccc5-331f-9131-7c7aaba5a246_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f0779e9-41d4-30ae-8711-07f0534942cc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f085a7b-b587-3a41-b7e8-6cf1248c5940_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f0df5f4-0bd4-3b12-9c71-fb61495ce6ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f10e242-4167-31f9-bc04-fb8e861eb468_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f1f31d8-cca4-3242-9b7f-7fc319f1bb7d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f2df646-5550-38ef-bcac-ec7d11078d5e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f31fb7d-bb18-39b8-9fc2-c0f336b321b6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f3ec13e-ca07-3529-9ad0-605dd9b25335_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f41d470-45d4-3f7a-b92a-e9ae23723a99_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f5ad3ac-ed6e-3465-8422-ccd365d98a22_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f6895bc-abeb-3795-b443-07133e0dbfeb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f68a04f-d89b-31a0-870e-f0a551db46a5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f6988f2-bf5e-3f88-b423-1838c9d65f7c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f78f343-59f2-31a5-b0e8-dac98bd24769_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f8acce5-b912-3629-a22f-11de6b299d8e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f8dfa5f-af78-3c2e-ab6e-e8c1b3240728_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f93b8dd-548c-371f-b3ea-e8cb0f6750bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0f9ccacc-b045-3033-974e-33437e97e6f5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fa0d99f-9593-3cbf-a4f5-4395fc38d605_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0faa9c5a-52db-363f-86b2-38912419753f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fae775f-c7b7-30b8-b314-8a7dfc8a7165_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fb16056-402c-397a-872d-15805dd7e2dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fbb4b67-2ddf-3927-aff4-ad5e22813e09_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fbdf26c-b20e-3486-bde0-66bcd3ee9f74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fd2c1ee-e780-32c4-8f59-0c0bb0306606_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fd3d9d5-56b7-32ab-a2b5-e802db21956c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fd3d9d5-56b7-32ab-a2b5-e802db21956c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fd456e6-f600-3a4d-aad1-689e4be056e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0fd8f712-077f-3db5-a10d-846017c44348_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ffa9614-ac71-39f0-84d6-357fddc3bd04_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_0ffcfe63-0f5f-3beb-912b-ec079d0a14af_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_100039f5-3a54-3ca1-982f-2726366e762b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1005c171-f0f0-3acd-893f-004858470dfb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1005c171-f0f0-3acd-893f-004858470dfb_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1006bb1d-7ab8-39ca-b088-95346223a6a8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_100f09e8-96f8-3721-b398-6752a3c19a7a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_100f09e8-96f8-3721-b398-6752a3c19a7a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10175cb9-d9d5-320a-843d-6baf5ac28176_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10175cb9-d9d5-320a-843d-6baf5ac28176_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10229780-94b0-3cb2-bc10-7054681921ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10308a20-710a-3265-9b50-1b0b5cc7b3f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1039a828-2279-3076-a917-44c198cb93dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_103a364b-88c1-34ae-930d-480ed10fd96f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10488324-5b0c-3dcd-a644-379caab47c22_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_104a68ed-11c8-3f5d-b8f4-df5162872859_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_104b6a64-2347-3b65-b68d-5717ec955c48_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1057836a-71ae-36f2-b713-9a42f862ff54_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_106718a1-29fb-322e-9a6e-914c1bdb1f2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10758142-28ec-3dee-ab6a-3016916767b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_107b0310-9d87-3981-ba89-6d8d320fb3e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_107dd205-c9e5-37e0-8194-66783f4ec2d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_107dd205-c9e5-37e0-8194-66783f4ec2d2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_108521a4-1c83-3124-b779-0de6a7bcf03d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1086da2b-475f-35c0-b7f0-f57916b1e54a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1087fe00-a14f-3334-9b10-fe864628c0b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_109e59ee-dae4-3880-a70a-5ff446e4f897_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10a86a3e-1e58-3f26-86e6-2932fcf13144_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10aa59c4-c3c8-3398-bfcb-4d6767952e21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10b0052f-0578-3c7b-b8b3-bcc85e3c30c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10b0052f-0578-3c7b-b8b3-bcc85e3c30c4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10b12d75-4f4b-303c-8852-26a9cd057d71_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10b33cce-a91f-3831-b364-c94cbcb1cc01_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10b33cce-a91f-3831-b364-c94cbcb1cc01_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10b3d4b1-e683-3be3-a5a3-02329ccc3474_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10c6da20-7dbd-321a-8698-5bb03b81dc23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10d013f4-5d73-3d79-a322-dc419367c1b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10d92c1f-9b92-3257-aa9b-b74adfb7f155_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10dbeb12-f611-33c6-83ad-69a567ab792a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10f4bc28-4ecf-3b00-ae7b-03740569f18c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10f6d462-8777-36a5-af04-4765e4ac65b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10f91d85-25fd-3f01-bb95-d2da90f6eb23_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10f91d85-25fd-3f01-bb95-d2da90f6eb23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10f97a50-56ef-3afd-87fc-1ec9cccc8bed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10f97a50-56ef-3afd-87fc-1ec9cccc8bed_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10fc4601-9b6b-3109-88d9-55508d171294_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10fc4601-9b6b-3109-88d9-55508d171294_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10ff7354-08de-3447-a4b6-b06546b55fae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_10ff7354-08de-3447-a4b6-b06546b55fae_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_110565d9-fec7-3838-9b1a-486ad3cec7f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11087338-7640-33d7-9cd2-57412e925a67_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11087338-7640-33d7-9cd2-57412e925a67_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11175bd0-5a37-34b5-8d57-196dfe097a40_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11353e14-43cf-3ddd-8c44-cdf71027f29e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11353e14-43cf-3ddd-8c44-cdf71027f29e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_113ba24c-cc04-3e9e-95d8-a41c7ee68efc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11413628-2076-31a0-8a14-5a30a323d652_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_114962a6-7c3a-3db6-a0fd-6cbbec82d3b7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1154e9dc-6b23-340b-a6d9-c2a9d936373e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_115ba67c-6ac1-307a-9b42-282ce6a96375_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_115e4d8d-4072-3b0d-b63a-5d336333d61d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_115f732e-24c1-327b-87d6-9b57c02a235f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_116fa4f2-832f-3043-a267-4e98868572c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11732dd3-4cd6-3594-9b72-653a8ff54ad4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11823d62-cc66-361b-9ba1-7a39c19d75cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11823d62-cc66-361b-9ba1-7a39c19d75cf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_118aebe9-bea6-3026-803f-5242fca7b4ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_118b7f59-b01c-3c83-b00f-17ec109ce623_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11941309-0b15-39e3-8b49-731681e98910_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_119b851f-af8b-36ab-a7b1-35725cd79328_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11a8db89-2d6d-3926-88c5-d150ebc82d81_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11ae9afd-b7bd-38c8-9242-84c6dfc329e3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11c04111-837f-3451-b66b-a64c2612bc70_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11c130b5-e40d-3a9c-83cc-729503593028_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11d2435f-cebd-3c40-9654-9f8cc98084d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11d4d1e7-5e4e-3bb6-8cc7-8b59616c888a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11e16987-d931-3bef-ab6a-5abd435d0cdb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11ea9173-ee88-3d19-a16b-ddaf4de97a48_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11ebcf27-e9da-3bdf-8568-ba89c260dae0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11fb8bfe-b2b2-3c75-bd37-fe7c2341ca92_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_11ffce3e-df11-3d25-a0ae-f8b8ab853b22_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_120376b6-2070-340e-907b-58bf447cf957_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_120a6afc-d541-3a6f-816e-2325bceed47c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_120acd1d-3db6-33f4-907e-8ee9f4ecece2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_120acd1d-3db6-33f4-907e-8ee9f4ecece2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_120b8e1a-2483-31d4-a031-ce6ac2e79399_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_120b8e1a-2483-31d4-a031-ce6ac2e79399_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_120f6173-c24b-363f-880c-47aec2a00e65_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1215c091-2f16-3ca8-a2e4-d8ea877fa1de_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_122e1e3b-93b5-39c2-bc67-d4e9b0ad6aad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12312917-6aa7-3d81-9c5a-7446a1999df6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12334a10-d8f7-3037-8499-2f622d954685_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1239c9a5-0384-3a66-84ff-7584e47015d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_123e139c-bdad-3de8-8754-1ecc9f64c67d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1242165b-e71a-3a0d-a594-81c124431fa5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12582932-4281-3f88-8c37-7001b08b8edf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1261ad9f-734b-3a32-ab84-a2dec6d64500_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1276ecc3-525e-3559-a84e-f1641b88d059_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_127d4cb2-8713-3159-b06d-a9126a22c6f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12952052-ef31-3143-98f2-0dd31b33d8ee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1296359e-563b-36eb-81a2-3d6e18081bf5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_129e33cd-3ada-3b2c-8cd2-e0b4a5d82254_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12ab70fe-5985-327a-af63-00f685885b0e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12cc8cb0-d359-3c65-a0e9-ecd751bf03cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12d76383-cc35-35bc-a404-7c7953b8a3a9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12d87d76-8691-3415-a81c-31d1e80c1a1f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12e0bbe4-dbf9-3fdd-aea5-80360c363adc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12e938c9-c6f5-36f5-b8fc-e65f529be371_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_12f53092-a7c1-3c69-ae55-bfa089a9e2d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_130cc09d-a4f8-3fe6-a49c-9db18f353aab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1315b35f-7498-3afb-a655-59a715de003e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_131c95ce-f1fd-36e3-8639-1b53e5477198_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_131c95ce-f1fd-36e3-8639-1b53e5477198_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13210ca6-fe6e-321c-9169-2021119f4b05_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1322f831-b4e7-35d0-be35-b8f243d30b3e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_133a0793-23b2-3d63-a86e-4ef01c9ff2d0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_133dd862-bb1e-37ac-bd3e-9fa8eed84fd0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13479f94-b7b6-312c-900f-38cc7361b0f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13479f94-b7b6-312c-900f-38cc7361b0f7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13480236-0be8-303c-b39d-c1f813d999fc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_134b1e33-a349-39b4-ab22-9a3773b4ddfb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13544085-ec26-3bd8-a897-200a0610795c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13583456-ab0b-3a67-9002-91b05d2209c2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13583456-ab0b-3a67-9002-91b05d2209c2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_135cd212-4971-321a-80d7-815aee99a9dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_135e8ab6-7203-3f28-895d-607d99e92b23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13743c9b-ce33-363e-808c-e49db33cc6d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13743c9b-ce33-363e-808c-e49db33cc6d5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1394d724-9d80-38b7-9fba-d2c08943838a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_139e45a7-0f66-3e62-b657-3d4491cf0d29_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_139f9146-b0b9-3206-af47-c05e14a9885c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13a50f2a-a7ec-3cda-bedb-c47fb2bb4b1a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13e5f65e-fc53-3848-a027-db82aca613e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13e7a817-18a6-3bda-87b6-692fac120eed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_13f8e1a6-73c2-3976-be39-58712e444fa8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14019af4-1e07-35ee-9333-3d1ef01d62d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1405abd0-2123-345b-b96f-7e3b5185e615_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_140a3f09-b793-3f99-ac1a-821b1464da9e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1411fae2-1142-3732-9317-80c4553d5d0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_141bd305-0b00-324c-b5ea-95e422aa9102_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1423b895-166c-3d6a-a2d3-ad1a271cf60d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_143034c4-1abf-3c28-a3c0-6cc04eea7b2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1442c26d-b35d-38b6-8dd8-bafa8357dc4c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1446f14a-d794-3474-b8d0-25beed13622d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1450281a-a342-3858-ae3d-c890f1390dbf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1451a052-a637-322f-b86e-5c4666fad9c3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14716d92-18ce-3c36-ad5f-6438d1ff8b6e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1486ca05-4c26-3861-8d1a-1cd0ca64f694_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1488564c-1f0e-3a94-a75b-1927a3711bf2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1489a594-5b12-341a-b72c-d402684bb66b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_148d27a4-3ea0-3a02-967d-1d0282c122e1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_148d9665-0497-30f2-b49d-2f1de6da2436_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1491d739-dcef-306d-b2a7-2031ea58c303_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1492c917-b50d-34d3-8b49-6dc797e1cb84_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_149f7e01-cf69-3189-818e-5d473a278013_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14ad4df2-33f5-30cd-8309-202ff0df5ef4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14ae850b-3a63-34ea-a974-dc605cc70462_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14b1eb71-7326-373b-94ba-7b8a884c89a9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14b1eb71-7326-373b-94ba-7b8a884c89a9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14dca42f-2790-38a0-8d4d-0fcf6ad79ad9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14dcb086-42ed-387a-a8e1-fea084ac0c92_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14dfae99-823e-3ac6-b650-08f3c3298af1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14e0acca-ae4b-38b8-a20d-0dcb905f892f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_14f1e913-656b-3161-8d11-b220369323bc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1505a4bd-5c03-3268-931f-98f23073a707_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_150650ba-c4cf-3af8-9b4a-329509eba198_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1507b2de-01da-38d8-b9c1-69276ed28b9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_150ea960-66af-36ea-9e45-9850b0004270_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1528d31d-c1dc-38f8-9b86-aee425464e08_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_152a9e9e-08f4-30c0-baa4-f07e12140473_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_152a9e9e-08f4-30c0-baa4-f07e12140473_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_152de2f8-eb64-39d8-a6c8-71ee138a28c6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_153788dc-758e-3311-b766-ee5a16685513_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1538f913-bd6f-3fd6-9ca1-1984474138b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15450da8-37af-3192-a9d5-d3c0ca141b5a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_154a8de1-64ec-366b-a944-545615b0f501_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15553263-8795-3564-9e43-d625d0989e5a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15553263-8795-3564-9e43-d625d0989e5a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15756517-1916-33d6-9759-2a0d4fcfdcdd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_157a4ca1-9f00-3f15-b2a4-229ec32f26c5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15860904-739f-38c2-b323-32f1d4004ed8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_158d25c5-af31-30d5-9623-ba267c3c4d14_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_159d758b-2e8d-3580-8a5f-22d142cf9ceb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_159fd767-b81e-3ea9-879d-ea06ac5b3580_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15c2768f-550b-39aa-acc0-8b345bac17ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15c62fd4-b4c5-3fa6-89c0-9300e128f768_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15c6d402-7a5c-3aec-a4cc-312401de1e7c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15cf80ac-5520-317e-a870-e915ba67ce4e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15cf80ac-5520-317e-a870-e915ba67ce4e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_15d0cb04-cb5d-3ef7-b10f-8f0fbecd75d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1600745d-35ef-35a6-ad24-a85a114d428d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1613d6d6-d231-3af7-a22e-496a542bcdb2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1619b550-bcc9-3b04-b50b-7a4ec94383d3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1620419f-2ddc-3043-b6c2-fb56435f4be7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1627b0e0-3205-3318-bcf0-8fe6e5328710_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16385066-6ca3-3a2b-9a88-fb51b55b303b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_164cd1ac-ad6b-3b24-ac2e-2b40cd7f911b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16515891-1492-3cee-acdc-4e2a74081951_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16594135-d733-3d38-add8-131ded4a7125_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16646fd9-6143-351f-80e2-9703cc03ba83_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1668dd4e-68df-3b81-b4e0-6442cda0d8ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_167119b1-cb35-33c1-aa0a-28ceca2d9abc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1673b786-e7cc-3e11-be97-d056bd824ee5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16b59358-e15d-3588-bf73-26981abbb95e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16c36333-e899-34bd-8603-dfb16ae1c89f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16c36333-e899-34bd-8603-dfb16ae1c89f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16e77551-66a0-39c8-a643-89d7ec46325e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16ef11b5-63ed-3760-804e-45f0d0d37a49_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_16f761d8-8e92-3887-8da5-737445c37547_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_170bfb4b-4131-3e90-910f-1504cdfb43ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_170ec95c-c5dc-3f35-b419-75faa992f634_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1711dca9-a30b-307c-bce3-230d8ace2ef4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1711dca9-a30b-307c-bce3-230d8ace2ef4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_171d49b2-8a24-326c-b225-58ae1e7fca9c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_171f5636-a4c7-3755-8301-57bb20c0c0dd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_172a0fa6-6729-370c-ba27-97c2fd2a056d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17334530-7491-3840-956a-4a6405fd5c09_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_173daed6-e971-3335-a0b9-3e978b6cde70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_174c551a-669b-35f6-9842-a5213d8887f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_174c551a-669b-35f6-9842-a5213d8887f9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_174eee55-c758-3460-a1a9-cd75b3c13e72_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17510628-8ca3-3ce9-a2ad-eae18fe6f3e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_175b4761-2991-37d4-ab6e-ea23242a61cc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_176cfb0c-6e51-3509-bad9-9cc37c5e771a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1775d3f5-a9ff-31f7-8a94-714317a0dc34_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_177b5477-e06b-3041-890e-5f6f67dbe7e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1781f405-ba37-3ae9-a860-0974e6fa4d7f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_178504b3-0b4f-3707-8084-297d48f43860_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_178bdd93-0ff1-3ee7-b202-8e366e5d44c7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17981e75-5bcf-36dc-ae4d-0eae1c986567_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1799402c-ac2b-3ab7-bbf4-531835997cf9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17a5fcfa-c0b5-38fe-b304-e54942e9bd84_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17ad395b-08b5-3bab-ab89-04022da53825_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17b58f0a-de1f-32c5-a486-91e2c2cb23ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17b7f7a2-b455-3b87-818a-d7db0832ee2e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17be4d36-7fc2-3587-a833-9106761c2a77_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17c059c6-c4a8-3fd1-82e9-856441bed62b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17c059c6-c4a8-3fd1-82e9-856441bed62b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17d061b4-c3e1-3b82-87c8-50dabaea5371_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_17d6e548-3dd6-3489-911d-83e0c27a6c25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_180ff858-6a79-3a03-8f1d-44ad6af29c2d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_180ff858-6a79-3a03-8f1d-44ad6af29c2d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1818d0ce-609c-37c4-add8-32d94b4e9f5c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_182336dd-354e-35c1-a119-9007f19f380e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1826080b-a13d-32ff-b886-b31c963c7008_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18293a54-f5d9-3da2-86fb-e47c93a62538_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1838e9c9-5087-35fa-8f41-68d4b88e98b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18391bb0-60ad-3e0c-916f-e1ec766f7d85_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_183cc0fb-6d02-38fb-afb6-44685cbfde02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_184ae927-cd68-3d72-a0a5-0ed29b54324c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_184bab09-6b03-3823-b54e-2607e06ef32f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1855b9c3-c273-39ac-9ff7-39176c495403_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_185dff1b-4b21-376b-a478-229ce7ce9438_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18717bfa-39d6-3757-9819-2d5bcdac610c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_187ae2f3-21d9-3f53-aa49-021994448d6a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1880cbf2-abeb-3586-bfa4-88d12757ea23_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_188ddcff-5835-3306-9956-2888d06b2cee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1891885d-a03e-3c1c-80fe-29a789f4d1e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_189c4b33-12d4-3513-ad0e-b6db904afb2b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18a8db3c-2ba0-3116-8e9d-a281c8d275b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18a8db3c-2ba0-3116-8e9d-a281c8d275b8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18ac3e8c-e257-3b0e-b819-e873a20b4b17_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18d3f10e-784d-3cba-9393-e352548cd07a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18d9bd5b-3d4c-3990-ae3c-c03a3ed8ec2c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_18fe9e40-d37b-312d-82bf-abb03386efc4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1901106d-c129-30e8-93ae-095e81d4b8d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1901afc9-ca1a-3a1f-b3cd-71c856c68280_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19248725-3da6-3576-ad3a-5635fce8ff2d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19317727-a5a3-3f37-840c-04a36a863021_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19460a51-f297-31ac-8b5d-4e4113dd048f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_194d8777-94b8-3501-a78d-7ca94e01eef2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_194e4ef4-81ff-38c1-a6fd-89435f844e1d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1954155e-e41b-3376-aa7a-a6c6f4effef0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1954155e-e41b-3376-aa7a-a6c6f4effef0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19565054-970b-3269-ad17-746f66e4a9ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_195f495a-3f9e-3784-9195-a5c35899103e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1963e4d5-ddf0-3d46-b168-05a55679a1c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1966ee7f-5385-346b-be6d-d666bdc43882_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_196bf6b1-1bc6-3593-a019-66b1fd514117_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_196d4079-5831-3cb2-a9ba-f4be74b4f8b1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_196fc8f9-bfde-3c5f-acdf-40083d910679_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_197089cf-3223-34c7-b2b9-6212566f6035_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19780d21-35af-3eba-a69b-4fc247f2911a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_198cc81d-0c48-3a8b-ad72-bde7c49a62eb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19b4764c-9de6-3500-b40d-80935f948f70_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19bc0e74-b586-3662-97c2-d63a716e8695_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19d45d96-75d9-34a6-a69b-449c7b637d20_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19d45d96-75d9-34a6-a69b-449c7b637d20_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_19ecaaea-a7a4-3890-94e3-7685b715f80c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a03bb41-e00c-307a-ad8b-104b5951dcc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a0607d0-0146-3d6f-ac3d-7d567d141541_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a117b1c-b2bf-3e81-bb3d-45faaa92b105_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a18a3f5-2f20-39a7-b000-472fedee7f75_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a18a3f5-2f20-39a7-b000-472fedee7f75_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a18aab8-c2bd-3e9d-9516-2f36265dbc66_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a2526eb-68d6-3296-b3c0-cdda07eb95ab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a2cd643-0747-3e49-a1e7-031ed1099f62_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a2e66c9-2e13-38c1-9080-51f6b90537d6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a30a9d2-484b-3ad4-ab8b-f485ae6918c6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a470298-ffc2-344c-bfbf-bec0fa118e99_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a470298-ffc2-344c-bfbf-bec0fa118e99_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a4f021b-645a-359b-a1a5-f3c1cd063f2a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a53f7cf-cf57-3fb1-a205-1937da91db30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a592c6d-7878-3b2a-9efd-73babb85acb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a6c90b9-f1ba-3c17-a2d6-0605580dab41_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a6c91ce-e4f6-36da-b21b-a653621bb610_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a74721d-8743-3aad-aabf-bf48be00621a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a8771ef-f1e3-3b81-b4f2-df2fed4ba2d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1a99cee2-b1ae-3782-844e-0dc134dd235e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1aaf0333-00c0-304e-8e1b-18b82d7a752f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ab4ddd3-8ded-3318-a9ee-7cd2d31a48b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1abb6cfe-4c69-3893-abc3-0d6b584d7b7f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ac93306-f488-3a18-b9f6-a66d0e2e440b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ad37b71-8dfb-3c5d-a176-7eef6a9cf80f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1adf576c-94e9-3c0c-a486-5414b01265ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ae51f52-37bf-32f7-b1bb-12048e5ce207_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ae63eb3-182d-3dd6-ae03-ff46a285a573_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1aea9f24-d504-352f-8aa6-9723cd7d2368_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1af9cc8b-de18-3e15-a6de-af1d127dc487_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1afb1793-5f4f-312e-9f1d-2a1cc11a3261_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b020e4f-9f15-3e8e-841f-0aad88ae13c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b021788-70b6-3a9c-84de-efde8d2c6cae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b04028c-a613-36a7-a13b-7d70bd60511f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b22c888-2206-3214-9592-4e628d0d239b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b2802c7-2ae6-3ec8-908b-b707be69e663_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b29b20f-e99c-389f-8dda-0df90b1d8738_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b2be988-fa92-3e7a-b356-39a04c38ba50_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b38a7ac-4831-3b0f-89ba-4e968659f5b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b406d16-fb13-3d09-900d-d07d38240ff4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b43f162-8fec-33e0-bbbe-cdb4d0635198_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b5a28d1-ff61-32d5-ac8a-bbd7bfc4c7ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b6e759f-4364-3a68-b7bc-98a6a27a1d53_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b7e39a6-d245-33f6-a1e2-39c9f585ce55_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b8bf0b3-8248-3cd0-b5bd-fb0886a65755_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b9254fa-e9e5-3415-bf51-19c2f06c5018_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b96794f-9dcc-3cb0-8da6-959483732ace_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b96a222-7c00-30d6-b6ec-adf0dc62dddf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b982202-1e81-3638-8a6d-7f40c195fa7c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1b98a6e0-75ae-3fbb-9e75-95f75b3f4fe3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bb13b13-506f-3dd7-a1da-2621253450cc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bbce32b-909f-3cb2-a15e-57ecfd04374b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bbd7d15-e6b9-3ff0-a24a-12735cadf9e3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bc7394f-96e0-3880-afe3-3e84df7bc670_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bcc56c2-057d-3215-952a-670385bf34f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bd6fd93-a913-34d6-ba3b-2e53be0700f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bdbfc72-fc91-34af-99ab-9bc0adec93bb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1be9cbda-ca39-3666-8c4f-efa456485de6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bf0ce86-1e43-37ce-9ff0-866945afd480_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bf4b261-8b27-3d0e-9f57-d8eb4b1e6661_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1bf4b261-8b27-3d0e-9f57-d8eb4b1e6661_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c0a1f80-692e-3aa6-8bbe-e4827e44ba62_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c11ef36-033b-35b3-910c-d698a3e1e2b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c14716e-c7ad-3b19-ad57-e5d7d4091657_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c1f04d9-d87a-3a74-8899-09603832d435_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c295e0e-dfba-3a7e-9562-b68f42462a8a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c295e0e-dfba-3a7e-9562-b68f42462a8a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c2c516b-d82e-3872-b94c-22860d1e94ca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c31b678-62e7-3404-8d65-3cc522c5b506_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c3de070-2122-304b-aa97-66958ec86c97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c3ec866-709b-3e65-9cb0-dc4ae1ad366a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c3ef9ad-3c2a-32d4-ac43-c1cc03eac47d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c40c6bd-a820-3b87-903c-3cdc43d588bf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c41a886-f9a1-30b8-a628-e6ff9443991f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c41f908-264d-3333-b30a-c38fbced7362_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c433b2d-45da-3c97-b7fd-9509b6b4c8a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c4483c4-a598-3d70-8cd0-12cab3339bfa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c462420-aa84-3c07-bee1-8c9515f4c556_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c48945f-0597-3267-b2c6-126dcacdec9b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c493a2c-23a9-34f3-86f9-dfb7df6b5e2a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c55e4a1-cc6a-3afc-b5cf-b812b6880cc4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c5974f2-0dc5-3b2f-917d-13d93840541d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c67a011-2a68-3e5f-82e8-5f629f6c27a9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c740e10-9e35-349d-a280-7561ad968604_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c74701b-dde6-330b-bba9-2c6a5c6d9723_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c7a8324-895d-3260-a35b-0793c29bfe20_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c7c65ff-6a59-34b1-9ffe-9e15f1b132d8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c830619-8b41-3c1a-bce2-a057d5de0911_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1c8bd981-81fa-398d-a202-283697f55820_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1cb200e0-399a-39b3-a5ec-93b062c47449_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1cbbf5f9-9739-3217-8144-dc8fb0d12672_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1cbca5dd-3864-3a88-9e89-4070a35a5bf9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1cc3644a-d6a7-3177-a7cd-def990ea9254_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1cc42517-4fd6-378a-9684-d70e9bae6d15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1cda35c2-bb3b-3f95-852a-a4bfcc38cbc7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ce1adaf-b01e-3322-ba91-09c3bcfd8de3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1cf1ccc9-76a9-3a18-b06d-b1351559dc9b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1cf52e80-cdcd-3d68-8497-77ae14a206a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d07b917-5ca7-3df8-ae0c-44b4a06573a9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d0d4aa4-a126-3865-b98b-f35050475b8d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d20a7d6-da83-3caa-bdff-b7ae09ca53af_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d241b3f-253f-3dae-bae2-e808ccc4e1bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d2c69a6-7628-38db-907b-d48c34e0a51d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d35ef93-2e7c-3ac9-bbae-f6629f5fc3de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d3ffbdf-a19f-342b-b93e-cb5ca43752eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d4275d6-1580-3c70-a2f5-23f862853902_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d441ee1-4ac8-3e55-a034-ba5396af9cb6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d50fce0-545d-36a5-bd7c-8ee0b409327a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d59f1d0-e0b0-334f-87e0-24dc6e601298_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d68ac74-e311-3946-829e-d105ec2d3d41_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d703511-4998-338d-9e1a-2ad6fbbdc1ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d73f52c-6f44-3adf-81c8-a7f1c54e83e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d775117-0a85-3ba0-b954-bcce648c882a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1d7dd108-a0d9-32dd-a6d3-1f1f33ef2e1d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1db6f826-5333-3e80-a5db-cca07af6afd4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1dbe381d-38a7-3942-b5e1-83db973038bf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1dbeeead-5469-3f3c-9558-6991f770e4dc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ddc2c51-6022-3f52-abad-5b48449a7808_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ddf9b14-6a7f-3840-9e40-ab8dcfc5ffba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1de3da55-5181-3a0a-9366-a290e0c33551_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1de3da55-5181-3a0a-9366-a290e0c33551_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ded05cd-c734-36e3-9eb3-ddba6c60faea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1df2b45b-ed57-3137-802b-fdcfd6f04d9a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e045678-7e15-345f-bdb9-882e83eac27e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e181a83-9dcc-3549-ac6a-0bb5cba96a94_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e1ce8a6-9d4e-3c57-b4b7-ff2fa04cdb1a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e2231da-4665-334b-8c41-84b0ae32aa97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e281fdf-4b2c-3345-a3e5-7be030ddd4e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e293ab4-c857-305a-a4a4-9328a392b939_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e30e57b-8c1f-36f1-9668-7fe29fdbe510_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e333a11-9f21-3d7d-b28f-f5f0afc5b4ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e3e32b4-a956-3f7b-8dd6-cacc9a96bc40_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e41f029-a04f-3b21-962b-9289f75e0c88_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e4a0bcd-bc91-3ecf-b912-a81f2d0e4fbd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e4ad123-fadb-3c7b-ad5b-f3dbe9c70342_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e4babe2-9726-32b3-8961-494bd5ccfeeb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e4c6609-7240-39c0-9e70-cee8a9f350e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e6bb709-ae6a-33a2-ac2d-c035ee76329f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e6bd96f-ae01-3628-8cd9-d682941efe9c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e8d0455-d2b6-314f-9a97-d05c33d8fd7a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e921cec-3965-3772-b23c-7e493e69e070_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e987322-68d7-3146-9fbe-be6baa6ea223_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1e9e5a58-e81d-3597-b4dd-61ecef9ca2f6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ea943b5-d8f7-3357-b89b-3fb93e91b9a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1eaa8596-445f-3578-b248-4e322dfc72d7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1eb559dc-cc8b-325d-9948-363592a6a6d6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ec19725-695d-3f1a-b0bb-1a9aa5693abf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ec339e3-a7b3-30fb-a45b-0c0128889128_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ec69beb-a390-3159-98c3-f713537ec7a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ece9e7a-f964-364e-9821-a73ccdf8a387_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ed4896d-e25a-356c-8497-519ab56a51ee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ee0e86a-f559-3bcc-9b59-d278bb334574_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1eecb410-f403-3ad6-bbd0-d06347cacd52_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1eee2958-e481-3658-94a1-240099b876a9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ef2bfd2-ef8a-350d-b1fe-b783f6a4537b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1efe02ce-6022-3f55-a203-07fd3978b010_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f05dfc9-029f-3b82-9e06-212eb8918240_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f129e1e-16d8-3f5a-ba31-6b7e225bb6fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f18a16d-5af9-3796-8eeb-9f0b957995e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f23983b-d7a5-3ced-b26f-b0a4a4d4345a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f25d6b2-0c3f-358b-9c94-5ea639cad54e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f291033-eebd-3415-9fd8-e3858233e034_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f2a97cd-33fa-3401-b938-6696051a55d9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f34fe82-4eca-3b8c-9b6a-a1414fd39c3b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f4a75dc-8783-3575-8a09-155ee798c02d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f4a75dc-8783-3575-8a09-155ee798c02d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f4be4f3-82b1-3909-9e43-63ab5f0966bb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f7b9eb1-f656-397d-9883-2764946e29c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f7c6e8f-5adf-3a4f-98b4-ff5350440f58_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f7de678-6913-3015-959a-ed5793478773_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f8b3cea-41f9-3366-91c0-5a6746ae1882_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f97d4d6-44c3-343b-a879-87930aa9b857_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1f98ef51-1948-3473-8dac-a503366dc9f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fa2126d-4f98-329e-802a-2dc66d078872_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fb2efce-79cf-3814-8f36-2f124ad91093_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fb41019-c3a5-33c1-935b-e09ae97e65cd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fb41019-c3a5-33c1-935b-e09ae97e65cd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fb8de9b-7adc-3661-9e17-e88a20cb26f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fb8de9b-7adc-3661-9e17-e88a20cb26f2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fb99fae-1ef1-3616-bbcd-cd06fa0c8638_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fd83705-d255-3736-af38-89f122d9343f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fd93d31-77f8-3f67-aaa8-4ebda5463709_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fde08dc-f2ae-3f46-8c33-aba9105599b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fe21edb-44f8-384a-b3a6-499b95d21a59_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fe28991-dc0a-3fd5-bcbe-a70e9e11a66e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fed6ca7-58b4-3b72-b599-ef77a69aba17_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1fed6ca7-58b4-3b72-b599-ef77a69aba17_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ff1230d-0d74-3017-bfeb-63edb0f041fb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_1ff309e7-1b4a-301f-beda-7dae095436ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_200798d6-4706-3812-959f-dfc6b4c57531_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_200dc31b-e489-3a5d-829e-7036c9466d32_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2011711d-fb93-39b7-aaca-052c7271e704_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_202976bf-5006-3785-9fa5-5a99c1b680f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_204d4d59-c525-3f3d-a6f7-ef3e844dc687_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2053aa76-5663-316e-8efd-9a97dbee55ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2057d359-4459-3042-90e8-585f49679ed4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_206f205c-81e9-309b-9a31-f44ef203cac3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20751702-18d4-320b-8538-388f93f1b580_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2077cb75-091c-3ed8-8856-7e1208aacc70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20808e6f-6a35-320c-a3e9-8c771bcf2f74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20880f60-5d68-39e1-bdc3-ece11fd87740_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20990e86-f3ff-3bd3-9905-ea10dc88b1a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2099335f-b6f0-37bd-8532-73ec736a3ecc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20a3f64f-9164-3b61-afdb-704f215f8dc0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20b5e3e1-0be7-392f-b1d6-59b60ab1e561_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20bef3f5-3615-355a-9a59-ef13d69239ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20c93fae-1ad7-3834-9609-304959f65c36_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20e0def7-4251-3228-8521-0ff787f3ad2e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_20fa8442-959c-3bfa-a26e-ee8622409f12_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21067566-74cd-3623-947f-34988517d453_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21070bd8-cd8e-3e38-89f6-cf1bf740dbc5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21080bf7-d8dd-3fc9-88ad-cfdda95505bf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_210b120b-1207-3c02-b6b8-87b41cd9550c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_211ce297-f107-3da5-bf02-e8662de578b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2137b386-4c6a-3fde-9204-cec69d44bff3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21400360-6453-33c8-9806-338d17258dfa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2141b998-a647-3098-a3be-690dc6c5f768_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2148bbd8-bcaf-3554-8ce3-a4b9079ac975_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_214e39e6-7bc1-3a06-9c6c-c2ccfe72b4fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21569aa3-b88c-3418-9adb-ae1faf2e690b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_215e0662-8a15-3216-9d4e-b0f86b30c0a8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_217d0806-9035-375f-9d20-9469a08a7a3a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_217ef466-6aa0-3761-bddf-8ca69f6f36ca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_217f06d2-cffa-3023-80a4-9ea72f40fc36_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_217f06d2-cffa-3023-80a4-9ea72f40fc36_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21b2a7ab-f632-38b4-9534-076ef1db62ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21c27c9b-a918-3b67-809d-b465d5bc493f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21e33725-49a3-3d8a-b818-87f65d05de98_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21e8a4f9-1c8d-3091-87b6-56891adc7300_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21eea293-d651-3bb7-a3de-0e9bba08c6a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21efa617-5715-3fbe-96e5-36934be1a427_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21f01511-4e9a-30e0-a985-b93fd13b02cf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21fd9821-4e86-3164-be34-78e5008073b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_21fe4be3-a6f0-3be0-af0f-e8b37c0f8e1c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_222718c2-1ccf-35c4-80f6-8b9ee42e7026_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_222b126c-4a75-3573-a190-9ec976d96d93_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_222dbef6-575e-3867-a726-16cdd69a49e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2236733c-4c0c-36cd-b71b-639dd62dfb5a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22402c47-b17b-32e5-bcc4-db7981468354_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_224bce92-b679-35f6-b5b3-98f4cfa6134e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22511757-6d78-3ea1-90c0-0e16936d5fb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2252e25b-7c69-39d7-a2a7-693a5ae59448_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_225adca1-ebd9-3055-aeb4-a8965f5222f5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_227219b9-adf8-3902-a181-719fd98d1670_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2275205b-a141-3822-989b-8a82e8b02e77_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22768647-c371-3082-b21c-2fc44b6cdb5c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22768647-c371-3082-b21c-2fc44b6cdb5c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2278359e-affd-3a80-a8c6-da30dbb81ace_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2278f559-2b0a-3a33-bbbf-c9f502e18e6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_227dd31a-ec3e-39d8-b251-080d715aad03_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_229dc75f-8b1c-325b-a913-b655dff9b1f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_229dc75f-8b1c-325b-a913-b655dff9b1f9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_229eb614-864b-3bb6-8213-8d329892231e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22c13a3d-0cc8-3423-97a3-13174ac75578_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22d48a94-6c37-3350-af49-e91a9dd252ad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22d48a94-6c37-3350-af49-e91a9dd252ad_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22d7499d-ae71-3543-99af-ce9c0dab8123_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22d8154f-fe63-3b8f-a376-71fdaed3ae73_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_22e04364-25f1-3228-92c8-0492ee86d687_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2302a98b-f2e4-3a05-a035-3c5222c4e64c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_230789af-5d29-3aeb-ae57-e88c730439d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_230789af-5d29-3aeb-ae57-e88c730439d5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_230bf73c-9da3-3c7d-b453-6f49886cda1c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23135591-9d56-307e-9253-10f9e461f90c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23138784-2d23-3827-8b34-957797e634d7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_231d6e81-737a-383a-953c-0532bdec8955_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_231d6e81-737a-383a-953c-0532bdec8955_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2320ee89-da08-339f-9871-cb6e6f54f2ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2323ec2b-c3ed-3869-82f2-32a866adf6ba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_232cd6d3-4c09-39a1-a12e-0eb4f2a1d34b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_232cd6d3-4c09-39a1-a12e-0eb4f2a1d34b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2340fde5-c66f-397a-bca0-24d7192ed51c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2354124a-a9a2-36ce-9ea1-bdee52dfb0ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2354124a-a9a2-36ce-9ea1-bdee52dfb0ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2364440a-30e2-381d-aa82-1df7c3e0d462_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23645aa9-cddc-3551-a204-04e9f27e8840_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2364e7db-0567-3b67-b1d9-c05cfd395bc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_236527ab-701e-3a4a-8bd4-2fd543dc47ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2365cde1-bf22-30a8-b030-2f63cbef60e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_237736a2-a2cf-3dd3-b0ae-2bae645e4d46_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_238e6c34-b97b-3570-b30b-bde061984de8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2391e31a-2729-37e9-ab88-b7d13856ae5e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23a09ce0-dbe8-3817-8092-743de693dbcc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23a5a298-e86c-3e79-bb44-3c9caecea4e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23aa39a1-fd85-3901-9f18-d3da38792cee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23b0575d-f0c1-340b-aebd-709bd14fbea5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23caac59-f98f-3dfa-bf66-b100fe109b73_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23e6c3ed-c5ec-39f5-a961-2a18d31442a0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_23f1f0d6-e119-3ead-bcde-870fb7e80edc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_240a2546-10a1-32b9-a6ef-fd8af166ae7f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_240dec97-57fe-3ee0-aa1c-cee1826b82dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_240dec97-57fe-3ee0-aa1c-cee1826b82dc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_241d156b-687b-3a5d-b1bc-1dec167311fd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24228f91-14ac-3ccb-b3c4-aafbae98d941_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24257db0-364b-3265-a4a1-4ec357d32b0b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24257db0-364b-3265-a4a1-4ec357d32b0b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2428cd04-5b08-3565-913d-fa62013e779c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2428f62b-4879-30ec-a59b-2ee4e8cfb4d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_242efe99-b1dc-337e-9d3b-8ab92565287f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_243e6ef8-9a1d-3399-9b40-72ac1754c2c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_243e6ef8-9a1d-3399-9b40-72ac1754c2c9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24551f09-fb09-396a-ba45-a36eded900d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_245e3630-76e7-3c71-93b4-8a61942905b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2462bd5d-8504-3c4e-b30c-b344d1c739fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24631675-0334-3af8-9db7-c0e8410bbb97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_246558c6-4d1d-33d1-8a78-61aa374378cd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_246558c6-4d1d-33d1-8a78-61aa374378cd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_246b6ac9-ef08-388d-a1e6-bd7cd9e72891_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24740e90-24e1-3554-a7ad-26cb5c04865b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_247737fd-f160-35b3-98ab-e443fb9c37d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_248745be-94f1-3096-b931-55a3ef8a48cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_248a33c1-485a-310c-8b41-4e9215699444_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_249cc91f-273f-3bf8-bf51-5332e92603d7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_249e4c8a-3803-3531-abf6-6bf9dc0554f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_249ee932-16de-3b47-848d-eb01b6dd483a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24a34668-0ffe-3cb4-8b64-f7ee5121cca0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24ab8fb7-cad0-3f60-b2d3-7dff129e27ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24bb4899-8678-3a08-98e4-77a03d1c240b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24bfcac6-97d7-30cd-bd1f-e3d5d0236145_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24c831e5-898c-37cb-947a-b5670ce5b51f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24cb8768-4a81-3ce6-938b-901fa33b7125_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24d58b46-192d-3d98-b7d8-b73b42fddf39_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24d89fdb-e78e-343c-867b-f91f1eeefa21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24e4dfbc-b14f-3370-83a4-65de2a31e5d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24effcf5-d37b-3729-b91f-f5ac5160df8f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24effcf5-d37b-3729-b91f-f5ac5160df8f_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_24effcf5-d37b-3729-b91f-f5ac5160df8f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25012594-eab6-3da0-8740-9659088f6988_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2506ef38-99a7-37c2-9fa5-faad3bf35f37_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_250912b7-f9ee-3078-bfb7-3c9df2d3e6ab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25117cfa-faf2-316d-9303-5c3fd984694e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25223d87-0fa0-3439-b33d-08bdf30161f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25342c4f-d6f4-3858-8d3c-aaaf589f4eba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2534b8d3-8199-3905-a5ea-30499a4507f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2542e8a9-223c-35c9-a6d7-8fb828e26b90_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_254382c9-231d-3c1e-b41c-7ea1d82d9b54_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2546e8dd-e691-395d-a345-0706246217a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25566023-02d2-3119-8f8c-d135d82a61c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2558c160-b5d0-3209-90c5-cb786c5746a6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_256302e4-58b3-37ed-835d-f4cbed400e6f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2568d1b5-03cd-3c27-9528-636b2385fbe0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_256ea027-ca37-32c9-8852-3e85f0bf9178_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_257dd55c-64ad-359c-afd0-b7e519b4caf8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_258bc33a-232e-379a-9ffc-71fd2ba954ea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_258da623-2ad9-3da3-9724-af3845abcd4b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2591a593-f268-3f4e-b68d-39a3e81b36a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25972816-c45d-3fe9-b72e-572ffc6b2e33_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25af24e6-f0a6-3287-8f3d-2a35a894b620_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25b2e1d7-7442-3c49-8840-59e4f50c87a5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25b442bd-638a-3315-993f-b2c9158c67ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25bc4f18-e578-3976-9a68-4fcdd4251258_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25cb7b14-03f9-3dc4-b5f3-ed07adb48908_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25d0d0fc-f7c8-375d-a958-43c3ae3eee47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25db1026-7b39-34eb-8444-8d6f99c611ee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25db1026-7b39-34eb-8444-8d6f99c611ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25db58da-a4d4-3c7a-a692-cbad0278e0d0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25f3e3c8-3efa-33c3-b5ea-40b5c4b67320_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_25ffb56f-bde6-3bb9-97bd-487e1f0052e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2600dd59-2dc2-3502-b949-dab3cd28b162_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26083dcc-4953-3d07-8a95-d8416bd6f77a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_260dd494-f6da-36a1-9099-f1c952a49913_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_261fcbd7-b9f6-3b4f-bad5-46b55122270e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_262f7327-e51b-388c-9a36-447ffe52a8cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2639d285-ec7b-3815-97e9-3ff594f1d310_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_264dc3f8-3355-332f-ad6d-1b78f1c26191_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26573169-38ea-38fc-bcb8-83a0893f4937_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26573169-38ea-38fc-bcb8-83a0893f4937_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_265df57f-5d27-3939-a81b-ecebc07269f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_266a9e89-7a8b-3003-9c81-d7cbe12a2f7d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2672ea18-0415-3d29-8e55-1b8b2f30153c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_267ce86f-fcef-3ee1-9193-4e1ebb5399ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_267ea823-ddbf-30f8-9fdd-3a6b2f4e6652_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2684e8f1-7870-3a8b-9cdf-34c960f9023c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26886b85-2f25-38a2-b105-bb33c7c7cc37_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26886b85-2f25-38a2-b105-bb33c7c7cc37_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_268d0627-1b36-3e81-bb99-32bafd5808ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26b8f313-87b4-3483-9da0-105b7e21fd2c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26c198c3-f4ab-3918-9e3b-e40ccccc9fdf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26c4857a-74d4-3dc8-a89f-98e0d52309a4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26c643ac-46cd-3489-be81-1e847bdd1f7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26c643ac-46cd-3489-be81-1e847bdd1f7b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26ca2d8f-e148-3cdd-8d3b-654b29d02e19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26cc23ce-adb0-3213-ad4d-30f20b3d1b2d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26cc23ce-adb0-3213-ad4d-30f20b3d1b2d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26cea470-0cb7-3617-99f7-3f2cd63abdf7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26cf56eb-58fc-369f-aa6c-3a0db28fc87b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26d432ab-65d8-3054-915b-e6b47d98d130_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26df51b5-669d-368d-a156-337bebb4a98b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26e24049-b77d-3ec2-ae62-536068895259_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26e4bacd-b975-3c28-8792-d90847dce390_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26ee6ec7-a87f-334e-a3cc-cd8bce55f526_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_26f3e2d5-da7f-3b32-b32d-49595ff6e072_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_270e099d-e7e9-3d19-ad23-a482d6bc1f72_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_270f908a-0e00-34b9-97c8-1a508af2aad3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2716228d-d126-3f32-af91-ebd7fe6d18e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_273adfe4-8dcb-3d3e-aac2-0ffacbc7e08f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_275384be-f630-3c26-bd6d-dafd583f1461_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_275550c8-3546-3b3a-af23-6350a6c1e7b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_275f0953-1e98-3b84-992c-a9023c7cca81_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2769be44-2d67-3a55-8d77-29f8dbb010c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_276a9ce0-d04d-3329-b92b-2c4c86c19203_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_276c720c-f1d1-347a-b3b2-364542991696_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2770c9ae-d60f-3fb8-909f-d5500f0b4da4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2770c9ae-d60f-3fb8-909f-d5500f0b4da4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2771875e-f9f3-33fc-bd5a-f17fbb697474_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27732f23-4da6-363e-ae46-de4972dd22e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2775b73b-76c9-3793-b996-b40547878b24_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2780c4cc-ad29-352b-b42f-15823b810448_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27829156-d631-30e2-a440-124936acdd87_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27829156-d631-30e2-a440-124936acdd87_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27853267-f54e-3901-acb1-72dba5b09f27_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27874df3-1f0a-3b16-8a67-09d24c2fbd01_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27896b84-b610-3b2b-9f24-3c2c1a884901_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2791a730-804c-3d54-ad79-9ca9fdff2711_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2796ff7b-bc13-3788-981c-c46e20d73e57_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2796ff7b-bc13-3788-981c-c46e20d73e57_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27a9b150-b038-395b-8247-69be6ef205d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27abdd4c-fde6-3a04-aea3-58ba077141ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27b45f84-a228-396e-baaa-ffbb55f8a618_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27b4afe4-db28-311e-bb36-a9e45f9d063e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27b82807-d7fc-3938-bdf4-6a21642f82fd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27ba93b2-68bc-360a-9fbe-22558bbbd967_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_27de1547-a1f4-3141-8a5e-a55a92bebfd3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_280081bb-bf72-3969-b53b-9a571b812c6b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_280081bb-bf72-3969-b53b-9a571b812c6b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2808c04b-edb5-3945-934d-acbf78b03904_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_280908d4-27bc-3169-867f-175645acfefe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_280908d4-27bc-3169-867f-175645acfefe_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_280908d4-27bc-3169-867f-175645acfefe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_280fa6bf-67bb-34be-a452-03848e750370_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28106373-aa93-3383-b094-88ada6b9e284_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28198a79-b480-3df6-a1db-f033418acbe4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28198a79-b480-3df6-a1db-f033418acbe4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_281e9eb4-c7c0-300c-a874-79365b218401_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_281e9eb4-c7c0-300c-a874-79365b218401_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28207fa1-d096-32a3-9a6f-70fe29691d1f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28292b1f-6b43-357b-b640-338c0a888fdc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_282e440f-80ac-3da9-9d62-a78671ae98ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28319b12-d9a0-3fc0-9ba2-1984892a8d7d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2832700f-949f-37ba-ab36-7b6cfd1f3569_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_283a3059-9040-3169-a1bb-94d805178211_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28452011-a3d0-3b7f-bdd2-5300fb0cf92f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_284f1794-a5f8-349e-9d1b-39b8e57da634_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2855ed6f-9585-32f0-a285-fa63afe5ff4a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_285a80ae-9a34-3152-8e8f-2150e94b7b01_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28601831-c6c0-341c-af31-22ce0d487e88_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2875cf40-85e1-35a9-8877-20376b9ca125_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2875cf40-85e1-35a9-8877-20376b9ca125_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_288f49e0-dc79-3cf3-966c-c63a59df2f6e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2890bfcd-08bd-372c-8af5-77599896cdf0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2890bfcd-08bd-372c-8af5-77599896cdf0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28a0ead3-3943-380d-a9f1-db42a664cee2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28a0ead3-3943-380d-a9f1-db42a664cee2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28ba2815-f010-3572-8f42-d460ec1c241e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28bd432b-2928-3568-b395-63e10d8d368d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28d69d33-3ec0-3b38-9e2a-dd48abece2eb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28de312d-1964-3c3f-8f3a-b40417edc13e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28f9fcbb-2fa7-30ad-83c9-3da5123fdb8c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_28fb05b7-1046-33a5-904e-dd35b8c01e27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29190d77-f0d7-3ada-bb09-88993537ca92_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2925ef3b-ebcf-3ef4-b5a1-ca62f2e038ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2925ef3b-ebcf-3ef4-b5a1-ca62f2e038ce_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2935511c-98a3-3fce-9671-38a4b22ee3d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2938700c-0af1-3e93-b9ea-bbf976868367_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29786937-805c-376e-98c7-9897c92288a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2985c893-f1b4-3dc7-a73e-0687d94df9b7_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2985c893-f1b4-3dc7-a73e-0687d94df9b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2985c893-f1b4-3dc7-a73e-0687d94df9b7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2985c893-f1b4-3dc7-a73e-0687d94df9b7_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2985c893-f1b4-3dc7-a73e-0687d94df9b7_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2985c893-f1b4-3dc7-a73e-0687d94df9b7_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2985dba0-f78e-3ace-91ef-dad86cd1cf66_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29950471-b926-3250-b677-fae3c24bab17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29964208-51a0-3aae-9c22-65ba3b89bd94_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29cb027c-cc38-37c9-8b3f-adb2ded078c5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29d75ea3-6d7a-3a1e-9337-a15179387e1d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29e8bb10-6341-389d-8ac3-ab020aacd22f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29e9cff9-22da-3136-a467-74e916c26248_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29f8ed1b-57c5-3f6d-8748-e0fdbc28c8d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29ff3378-cda4-3f77-9794-d8d3da3b2087_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_29ff3378-cda4-3f77-9794-d8d3da3b2087_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a04c8d7-03eb-3e8e-a404-2061ecdb1b47_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a0655f5-9307-3a2e-8361-49cce7e5c602_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a10414d-76a6-3aee-8b36-51062b01baad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a19626f-6458-3f36-a38c-3e7c79b82356_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a331852-3903-37eb-bfb4-399cc52bce2e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a3d25dd-b19f-3a4a-a11e-1e01e370f01c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a463d8d-bf5c-3480-addd-0795e710611c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a4f0803-f302-3ade-bf69-1e7dce9d25dd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a4f8dac-16b8-3692-a0cb-71211ca02b86_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a5a6db3-b0a3-3fda-a7b7-5868e90551cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a5c2939-bf42-3267-bcba-a42ffe067b74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a676c53-ecfa-3c5a-8277-67053186db6f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a757455-024b-311d-b82f-7a0146a1e71e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a7cd22e-8e84-3473-be58-443c030f125f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a7cd22e-8e84-3473-be58-443c030f125f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a7e9bb8-b62d-357b-9667-2ce2306f5b69_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a9d201c-6c4d-356e-a7c1-6d77a3740f24_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a9d201c-6c4d-356e-a7c1-6d77a3740f24_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2a9fe918-7029-3093-9f7f-55b252e1ab5a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2aa322d2-7954-3b78-9b67-17a477c5e169_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2aa89358-4464-3998-a850-9716fb157e62_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2aa89358-4464-3998-a850-9716fb157e62_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2aaf293d-5629-3c41-957e-6153d21e79fa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ab80e8b-3cd5-3db1-ae7f-1d50bb4a2735_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ab80e8b-3cd5-3db1-ae7f-1d50bb4a2735_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ac08b32-8328-3e11-a62e-7553d19b0f30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ac274d3-d1ae-3c15-91cb-5c324f887515_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ad28d2e-1959-3900-83ea-5f61cbbe6b02_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ad9cc81-0f4f-36d6-b0e5-e2d531f501da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ae1120d-c118-37f3-a8cb-cad4f7ff4505_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ae3a8b3-fff6-3d7c-a662-ce58d1954556_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ae419f3-b090-3213-8370-2144c7791296_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2af0ef53-d538-3b74-a2d5-da54aa9496ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b02536a-2258-366e-8d9b-6b0fe3477b9b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b028755-8d90-331d-a09c-93ab8170ee0d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b06491a-4a16-3348-b797-bd54c808285a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b1365a2-6e80-35d0-99fd-b9df500eaf03_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b2efffb-00ca-3999-90d3-fce1805aa672_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b32bf32-7e54-3004-8a3d-11a117bc43be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b370e2a-f14c-3e5e-8d19-daeeef1d6933_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b3880ab-11cc-3726-a200-580016114f9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b40e63d-3361-3b02-9d22-7d3d9d68f2ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b4a53ad-bda1-379f-8bff-23fce4cd5aa4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b568ed6-94a8-37f5-bc78-a6eae27c2571_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b59988a-a327-34f7-9400-1b6061b83a4d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b5e8e9d-b8c6-30bc-b716-799af660b430_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b66d194-901e-39cc-884a-fffc68450399_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b697884-e838-32d1-ba01-b6dbf104163b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b718d6f-9473-3e37-afd6-335dabbf9dbd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b71b341-0ffb-3730-b310-191ccfbe6af6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b71c4d2-03b6-30d4-9883-4c19dc103878_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b7ab1b9-f2f4-312c-862e-06c6a917d858_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b7ab1b9-f2f4-312c-862e-06c6a917d858_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b7b17d8-c76f-372c-9c58-8142c9f16a06_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b7dcde4-f092-3f73-a541-e3489c0001cc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b7ec9cd-ddf9-3cf2-9a00-f064545ec0f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b802c6b-451c-3f12-b14e-398060b0283a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b802c6b-451c-3f12-b14e-398060b0283a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b835b42-ec15-351b-901c-783f13e34d76_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b8384e0-8bee-3a5c-941e-3984edea47e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b9cbb9a-2c7e-36cf-9247-62863a29d24e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2b9ed317-a615-349b-99f4-ed7d9c7c7eee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ba23325-71bd-3267-b143-f2a99f1b5730_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ba8089a-19f8-31f4-a924-b56e4c35d9d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2bb34676-1db3-350b-8a9d-ff9903f6243c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2bc1f0ec-423e-3831-a3c5-3563fcb72d4a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2bc290bc-4309-3b95-ae7b-e1517980eaae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2bca9335-f3e2-3099-99c7-68f87e5e69e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2be50215-0259-38c1-b5a9-4a161086ada2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2bf0c7c3-54b5-3eff-8715-3db8ab75a13a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2bf8f66f-31c0-3060-aa21-76f664dee36b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2bfd232f-2ba3-36a9-b45b-7de70fc48a9a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c028ac7-d5da-3a02-b78a-debfd5386981_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c189718-1e8b-3e38-9855-07961468fa1e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c23419c-3c53-3294-ae9d-1cd40ac72777_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c2430cb-c886-35cf-80c8-09b74f729fd0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c249d1b-5006-3d86-b686-9deaca3a599d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c2ba7f1-89ce-3392-bfa6-7010314107e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c35b555-3aa5-3113-b0af-43a46ed2b404_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c3860e7-dcc2-3a5a-b495-114d82e99bd8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c3f761f-1820-3a9c-b675-355d4f4bb621_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c4a48c1-c778-3114-9c77-a658c0f4e3d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c517933-997c-3d13-8baa-685b2b058cef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c51cba2-2579-3d03-af77-bed9bd4f4615_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c6114a9-9bd9-32d2-92e8-fded47dd41a6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c61e0b4-dbdd-342c-aea2-7448c635c941_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c7dcb15-61b4-3159-84a1-8a6905e9a89b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c7f4971-5f3c-3dc6-ae29-daac343bd6fe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c81da93-f243-32dc-b24d-025160e104b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c8cf84c-5c1b-37db-afb1-c931922cec36_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c8cf84c-5c1b-37db-afb1-c931922cec36_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c93daa9-07c9-3386-9dbb-c7aad4bafc29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2c9bc6b9-c805-3cda-a37f-a95cffab01eb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ca49855-08a4-3bd1-8201-0aba7dd6296b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ca8d9c6-cf29-3c8e-82dc-ab5c9b9609b0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ca8d9c6-cf29-3c8e-82dc-ab5c9b9609b0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb4f514-d679-312e-a8ce-2dd57fef12c2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb55543-436c-36f1-a025-4ac0efe6798e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb55543-436c-36f1-a025-4ac0efe6798e_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb55543-436c-36f1-a025-4ac0efe6798e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb55543-436c-36f1-a025-4ac0efe6798e_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb55543-436c-36f1-a025-4ac0efe6798e_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb55543-436c-36f1-a025-4ac0efe6798e_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb55543-436c-36f1-a025-4ac0efe6798e_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cb55543-436c-36f1-a025-4ac0efe6798e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cbcab1f-3e6c-3507-87d0-6197067c015b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cbfeb09-acbf-3c06-9ea7-f975924a9d1b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cca7150-ada2-38d8-9d45-17f7d434525d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cecc8e3-2fd4-3a60-b044-f31d8fe31865_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cfe12c3-dfd7-364f-ab98-7b2f77a7a32b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2cfe12c3-dfd7-364f-ab98-7b2f77a7a32b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d001fcf-86ce-3d8c-8e84-0e2c41cd75f5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d11149d-a3b3-3aa7-8b81-7bda94d42de5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d1adaa7-d8e3-3632-bdaf-8d8bc0c3d918_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d26bfa3-15a6-304c-a706-220c8d21c3ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d292457-c569-3516-baf7-be2b33a543de_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d2e1691-67b7-39c7-8191-f7b14232f931_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d373db6-10d6-3542-8908-09b48132c4fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d39213a-b8b6-3d92-b8a6-2faa92592561_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d3b702f-5c19-3fa2-a704-8ed18743187d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d4b2433-aaf0-392f-b3cf-d7c8a72a5c40_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d4b6fc3-e743-3345-b1fa-8a5a37a5e578_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d4fd1c8-1fa8-3b2b-ab6b-77eacf613659_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d55233b-b2a8-32da-9f65-fece17a7800a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d57faad-1bdd-3759-a099-8da26b34fae9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d60b955-9050-37ea-91a7-119277dd286c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d60b955-9050-37ea-91a7-119277dd286c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d754080-e2c9-35a0-9299-6545259b22ef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d8da1d8-da10-335c-bf05-1e3768d85124_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d931189-727f-306f-b15c-b182623e75f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d9595c7-5797-3b25-b42d-53e3f743e407_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2d9c4de2-e968-383c-bc4e-85c3d905d362_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2db3cc79-1863-3c17-b074-c2cba9241f7e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2db3cc79-1863-3c17-b074-c2cba9241f7e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2dc44bda-a7e5-3766-a4a8-0f167ffd422a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2dd45871-1f18-3791-a125-2a4220a869d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2dd9c682-3af4-3241-b5f9-af4236ee9082_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2dde3076-6907-3194-a497-65864baa872d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ddfbc0e-0cf8-304d-91eb-ceb410416aa9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2df5918f-03cb-386f-86d6-d8e4a0ad6020_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e1a788d-f710-3493-9fb0-cded4d9bcdf0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e1ef74b-9ac9-326e-b593-7aefdf2f5ae9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e235ab5-9c7e-362d-bceb-4d1198664523_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e2926c8-a320-3581-802a-d1f044b85f82_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e2f7e52-a3ac-3ab5-ae8c-9b90b963b9e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e2f7e52-a3ac-3ab5-ae8c-9b90b963b9e3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e3634b0-312b-39f0-b2e3-ebde0bede274_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e3cb318-adb7-3935-ac82-e0bd54bc4ade_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e50e4b8-6d6a-36cf-9724-825c6802dbb7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e70a23f-d5a9-3cf5-ad5f-d97d1201c554_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2e8811d0-ec9f-3923-b158-3b4535512523_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ec090dd-7904-33b7-8b5f-4a8cb96cfc83_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ecfc6cd-af67-3c0d-85b2-7d1fd843e2bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ed04724-f2f1-3659-b7c6-b535aeb34920_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ed04724-f2f1-3659-b7c6-b535aeb34920_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ed4ddc5-54ff-30ea-a05d-f463d267f604_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ed5b057-a687-31d4-b617-a2c7e62fd377_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2edd51aa-3447-3ba5-8259-3d6a9612727c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2eddce39-43d8-3043-bbfa-42d6d4ed8818_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2eefaf2f-4a4c-3803-b5b4-4e38afe6805d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ef5a100-8c63-33b3-b47f-372c40959115_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f025799-e656-391d-9e6b-06c969afbcaa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f103ccf-0e06-30ba-b357-5821f626a2f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f103ccf-0e06-30ba-b357-5821f626a2f0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f16d713-48c2-3dee-90ca-c2943dfbad59_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f1c5df4-c011-3d43-bcb0-c4263b20ef29_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f1f180f-747e-3453-82b9-26d82bf727e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f1f180f-747e-3453-82b9-26d82bf727e2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f21899f-8563-37b6-ad22-b2cb27b3a1b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f2c94ca-f001-3792-8e6e-3d0717f9d9e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f2d9b2a-90c5-33b3-b2fc-95f5d3c6f50c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f3bdb56-df36-3c6d-ad6c-6b847cc54ecb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f4413a1-389a-3eee-a803-978e09f66663_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f4f4c9f-f1ce-3d8f-8f56-6e24ec55486b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f51db37-75cd-35bd-af75-5ea63e4ea0cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f5c7925-4c50-3f54-a79c-1df9ff98eb0d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f61bcf0-0db3-3b9f-9f85-6e1083e6dc15_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f7a7495-5f4e-3dd8-ae33-de2f9164f1ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f7a7495-5f4e-3dd8-ae33-de2f9164f1ba_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f8ef6d1-e0d7-3992-8832-e07e878156aa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f92b2e8-d576-30af-bd5f-ec5330d0c002_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f940d53-2d39-3893-92c1-12185e626929_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2f99212f-8691-3856-b9b5-cd61611cbd2a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fa3ec74-376d-3495-8a30-5d1ff039bc23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fa599e6-8282-3522-aa7f-35ec436fb07d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fade8d1-f851-30db-9778-f476da5c3989_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2faea54a-5ce1-3ed5-8f6f-01b1e9ede15f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fc486a1-35ad-34b5-98b4-a04936326df7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fcd375e-431d-39f2-9d38-d7fc2949d868_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fd23510-7e89-31f5-81ca-f0e5c469dbd2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fe195e3-2d88-398b-a4ae-e6569a5d54cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fe195e3-2d88-398b-a4ae-e6569a5d54cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fe4d58a-19d2-3254-bbd7-706cd925f6a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fe4d58a-19d2-3254-bbd7-706cd925f6a4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2feda760-d664-3891-abd5-46f9af7a8275_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fee1c91-3bae-3ce4-8891-ba843ee494ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fee1c91-3bae-3ce4-8891-ba843ee494ae_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2fef10d6-8f69-3612-9e8d-faf194c92f7a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ff78233-4f66-3e9a-82fe-b8eb90f9cf97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_2ffb1fd5-c4e9-32b8-bfb1-2a7922fdc6d8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3018fc35-6b13-324e-bb55-fc3f17a5a4d3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_301c8156-52df-372e-b286-376a910f5187_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30324746-ba14-3813-850b-e8a2daceeea6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3035a7ee-61f4-384b-9250-526a60705a99_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_303b8cb3-2abd-33b8-91cc-89422db2f044_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_303b8cb3-2abd-33b8-91cc-89422db2f044_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_304e1b24-e48f-322c-b472-a669246b8637_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30533858-d0e5-3a94-aabd-bf4ce17aa157_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_305e0898-a091-3419-86fa-5710caa50a07_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_306a7aa5-26c3-3cd6-990c-7430cc540e29_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3083ae9d-8f9e-3b9e-b23a-66bc21c9cc48_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3095f72f-032d-3dfa-b9a2-f76ef2ca3823_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30adb4f2-1fd9-370e-98ef-35c31722cc0c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30b11efb-c7da-3017-893f-e7a650447a5f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30b2fac7-a741-35ff-8fdd-847b351f66ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30d3855b-1bf8-30a8-b005-18c85d1055e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30d83fc4-6891-329d-853c-41c57e8baee6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30ecd688-9d68-3c35-b8a3-5dc1719533f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30ef767e-5d8d-37a8-b379-a102851c9a87_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30f01dff-bb98-3e9f-88d6-e8658ce010f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_30f93036-7224-3109-81af-0dd11542d55a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_310ec2fe-0723-3ce7-8a45-283fca7c0b7d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31117c36-82a6-3249-905a-beb40cfbb52b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31117c36-82a6-3249-905a-beb40cfbb52b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3114d351-8e9b-3b6c-9b92-f405859fcb63_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_311ca752-6a4b-33ac-80ed-9e65362e7c5b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3125999b-acbc-328f-bc49-29ee1dafba3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3131c2e6-a93f-3bff-a89c-a36f10b2275a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_315b4ac0-1345-3a63-9272-cf92611a57f9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_316b1643-6f89-3e3a-8153-b94869dbdf57_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_316b1643-6f89-3e3a-8153-b94869dbdf57_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_317245dd-ee95-373d-9685-090e00b0ebf3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_317e5245-3359-307c-90b5-d7257f23565c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3186bf3e-8e67-3677-a50a-b7d81503fb39_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_318d119d-023f-3cf1-ac88-f34b59ee7a93_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31914a0f-acdb-3694-8875-d491b24e641b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3193587f-3d15-372e-b715-428794c140e1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31941ceb-1229-3e4e-a294-b00b1021dded_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3198d50c-2e07-3973-95aa-b755843247f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31a268ea-8b59-352d-8cac-7633a44fd530_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31a79040-9690-3bd2-89e5-36d3534be0f7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31a9faad-90a6-3ca9-886c-144bd299fe14_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31aa2a01-c205-381b-b74e-efe6ff2e1951_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31b19481-5f03-301d-b20a-c7d18c993f9d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31b51adf-269a-38bd-8ad1-179b6d15283b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31b91f56-9d0f-3107-a8bb-dafb69d664f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31ceaa65-35a6-3971-a2b6-d8952ce01006_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31deed96-4952-36bc-998a-e9813b61b1d3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31e4f3f7-29c6-3a2c-9512-b72d0e020f3f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31ea1bd8-08ce-3bcf-9f63-cf6a4dadefdb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31f199d8-9a5f-3d70-8ba0-5c1393e0241e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31f3e1bb-d851-3ea5-8e3e-c53f3a2705aa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_31fb18a1-f031-3b6c-8036-658f7674745e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32095874-6eae-3b3c-87a2-65342d44744a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32095874-6eae-3b3c-87a2-65342d44744a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3209f23a-4dd3-3e03-85f5-4745421dea5e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3212cf43-0904-3497-8333-ad12cc9c7e6e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3215d5b8-9320-343a-8dd0-c2efd0edabc7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3215d5b8-9320-343a-8dd0-c2efd0edabc7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_321a1077-98a9-35d0-b8a8-969700e589cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_321a1077-98a9-35d0-b8a8-969700e589cb_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_321c70c4-6cca-3367-9790-a3ff01ddea13_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_321fa8e5-4db9-3672-9d7b-8fa57199edeb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_321fa8e5-4db9-3672-9d7b-8fa57199edeb_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3224fb70-a11f-38bc-91f6-0994b990d5a6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3224fcc2-6cd2-3cdf-8822-2d694ff37811_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_322cf272-e0a3-3d18-84f2-ea978fa48a07_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_322cf272-e0a3-3d18-84f2-ea978fa48a07_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_322e84b0-7428-343a-ad80-2a3080734822_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_323d39ad-7f40-34e5-ab1d-ae1dc986803d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32437da4-3063-3156-977f-f29bbfa7ac17_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_324ceb50-c3f7-347f-a19c-cca60390f8c2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3267cade-6cb2-3de7-a1c3-6b93b7d08bda_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_326ff2e4-69e9-3e4a-9f45-6bdf862a1c16_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_328a7e56-1eef-3e79-863c-37ce98efd524_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_328d7370-4073-3dd8-a5e7-3f18d91d83ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_328e6c5e-e222-36ed-826e-1ba555831d7f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32946e0d-d0af-36f4-88ab-ebf4eb7eabaf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32946e0d-d0af-36f4-88ab-ebf4eb7eabaf_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32947fbe-92d6-368b-be4b-9ab7e7999fd3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32947fbe-92d6-368b-be4b-9ab7e7999fd3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_329598e4-2b2b-3eb1-9882-670b71cc9967_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_329fd74c-61cd-3172-ae8b-45104aba1513_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32a7f96f-4ab0-3374-9bad-14b9dfc94df1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32aa3048-35ee-3e83-af52-41a86caca012_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32aa3048-35ee-3e83-af52-41a86caca012_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32c82d03-5716-3f03-834e-94a45dfe270c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32cc4e45-ea00-381e-aedf-f16b0db7b3d8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32d631b0-baaa-3afc-97b4-29be36cdcf55_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32de0fa1-9284-38fc-9244-b1fa47fa9f4d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32dfa798-50cd-3028-a476-60b3ec9fb2c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32e36fa9-d38e-3166-a662-c8f959dca3de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32e7f48c-aa9a-325b-8517-24a9fa1c9b82_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32e90c7f-2390-3cde-8d3d-3518e05aa426_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32e9adaa-3b50-3bbf-99c2-395ab0f80ced_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32f2221f-c172-35b9-8eeb-404ac35fc07f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32f2dda5-6e18-3b5e-9be3-45e4f59824ea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_32fe86fa-038c-3328-a5b1-bb5131c0a77b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_330532cf-efc8-34e3-8644-025b317ed5a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_330d3c00-8c25-38f6-80a2-068d5e0dad89_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_331046d4-452f-392b-b623-b698ad83081e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3310643e-8cd4-3270-963d-0994ba165e22_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3310643e-8cd4-3270-963d-0994ba165e22_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3312fe22-221f-3298-b736-7fd690f6578e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3312fe22-221f-3298-b736-7fd690f6578e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3324f9e5-cdc6-3034-9cdf-12c37856c9d0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_332a9530-2da0-3c2c-b7cd-00f4f043c909_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_332aa970-20c5-3c64-baf4-eb7ec958c615_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_332aa970-20c5-3c64-baf4-eb7ec958c615_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_332ac8d6-40f1-38e9-a9bd-51055c20eeb1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_332dbaa1-f8ed-3307-9b8d-f5b3056f6fb3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_332dbaa1-f8ed-3307-9b8d-f5b3056f6fb3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_332e06e3-8526-3271-ad6c-6fd818ef9e23_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33478a4e-efcb-317e-ad75-408e4c76f92f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3350a01e-0fbe-3a27-8f84-596acda062f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3356f060-fea9-352e-9a1a-67a04769b88b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33607e47-8b27-31f6-acb6-f89f70e88f66_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33607e47-8b27-31f6-acb6-f89f70e88f66_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_336b0df5-6f7a-383a-8040-0127e3bb0b33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_336e8db6-928f-374b-b9b5-ec49656f1e28_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_339f9e00-f7c8-3ad1-a2d7-e38b9e253edd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33a430c9-0237-3bf9-8314-bc8c425313a6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33ad53da-e2eb-375c-bd28-eb1e5370a3db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33b44448-42ad-32ec-b4ab-b381962720bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33b44448-42ad-32ec-b4ab-b381962720bc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33ba6008-929d-3cd8-9979-6a11115d10dc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33c0714c-d8f8-30bf-8104-44ed3d66fb0a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33c9dea2-faa6-30fd-93c2-01892879f8ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33c9dea2-faa6-30fd-93c2-01892879f8ec_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33caf3d5-4def-3539-858e-75efc4f29d57_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33d73661-e75a-3fff-85b8-e2265907f15e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33d7cebe-ca15-3598-837c-b62e092d4082_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33e5c683-f520-3ef9-b1cf-6ee3f6eb2866_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33f94040-4387-38f3-9e92-f832842781b9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_33f9b36f-cdac-31d0-9409-ce0bb31b5987_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3404107a-7946-38d4-adb5-77dc5cc0a538_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3420ed31-b4b6-3aaa-aa44-15a63510d7ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_342950a2-726c-36c8-94a7-7e9845eef497_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_342be6cd-c02b-3286-bfc3-f121665cdca8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34488b1c-4b28-32cf-a492-6153b69ea689_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3449002c-d921-310a-ba77-1bba618d8881_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34514677-ff00-3a9e-83df-166cb7c208f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_345b24bf-3d37-37a2-97b6-4a7aacfbfa87_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_345b24bf-3d37-37a2-97b6-4a7aacfbfa87_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_345cb44e-74ba-3cd5-a915-c0d854466ed2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34605327-55ea-3a58-9d53-c9e7807bc942_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3487e7cf-f32e-3106-bdce-914082a6cbf0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3488362c-6ece-30fc-9d8e-9a321b3fc3b0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_348e3aad-eb57-30e0-adff-30f9d5bbb453_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_349319b4-7207-3934-aee8-dca0b67f7f6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_349319b4-7207-3934-aee8-dca0b67f7f6f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34b1a414-776a-3934-8f2e-acc3771dbd05_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34b1a414-776a-3934-8f2e-acc3771dbd05_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34ba9467-e4c3-3771-b988-25a256fa9161_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34d8067e-180e-3aa3-9b28-5347d9cfaef6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34d8067e-180e-3aa3-9b28-5347d9cfaef6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34da04f7-53d1-3ee1-a064-2fa3f1df5d74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34e1179f-e200-38a7-a8ee-fc8bf88c6f6e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34ebd0d5-c394-3352-8fe8-76d18950145b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_34f0fbe4-7584-3b31-92a5-19352e428e90_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3501c2d6-784e-38c4-a37f-4fd596bb1e98_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3509dd47-380f-37b2-a462-e9ec2db4736b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_350bc7a8-5c6c-3300-8cbc-584b3df99412_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_351627cc-27f7-36f8-b047-b058bfd83eb3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_352585d8-cf9b-3b86-a31f-17f17aef5e75_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3525aa98-93c5-3bcc-8740-9ac072998a98_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_352a7997-4bdb-3d82-baaa-d6ef233eca5d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_352adc63-c2c1-3c7f-96c7-c5c764900efc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_352c296a-9ff2-368b-aef7-687354c288c7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3533e07f-edac-395b-a734-edd04dc3d4f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_353a34b0-dea0-38bb-b447-a0b0b96e9ab0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_353a56cb-7d6a-32e6-bcd6-2ad566358b8c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_353ad1b1-61ff-3987-ac35-3101819a8f2d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35436671-69ca-3450-affa-8953b0367fd7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_354fe740-fbaf-395e-9923-911a707d6ecf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_355b09c5-d81c-3d75-af76-0d68cb75cfc2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_358a1b8a-b99c-339f-ad27-04f1b320e9c7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3594c0af-e186-33a5-8dff-fc9fe525057e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3594c0af-e186-33a5-8dff-fc9fe525057e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35975a89-de6e-32d1-a753-b80803af29e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35a314c9-342d-3b17-960a-7fff7b0933be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35a314c9-342d-3b17-960a-7fff7b0933be_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35a78b47-166c-39f5-b366-69fd1f47a3da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35a7eb56-59aa-34a6-98e1-3bd63d53cc73_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35c73b12-8eb6-3eaf-bb31-89dfbbaef6f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35caadac-fc23-3248-84c7-a934f256d283_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35d1ebdf-914a-3421-8f26-2ef40075c74b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35d31899-2709-36f7-bd13-5a184e9d5c52_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35d31899-2709-36f7-bd13-5a184e9d5c52_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35df09d0-de2e-37e0-ac21-b2e99556a3ad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35e04f1c-507d-36b9-adfc-aab8855b93da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35e8e7fc-6907-3c55-9c12-2e8f610cd7f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35e8e7fc-6907-3c55-9c12-2e8f610cd7f9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_35eb3931-f727-35a6-b178-0f4c7565754b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_360f8e75-afa6-3e81-9bb9-4d5adfbccf5b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3623ab8b-8f6f-3e8b-a624-5020744657cd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36433bdc-128a-3ec7-a0d7-ea75092c0af4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36433bdc-128a-3ec7-a0d7-ea75092c0af4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3655425a-f842-3700-a3a4-0f0e7ae06acc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3657ee43-80b2-3388-b447-6f8e5a4ad5eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3660e1af-bf9f-3cc6-98ff-57d8f00c83ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36635058-a351-377e-985a-0893c059f5a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3664b95f-6114-30c8-91e8-b77ac9cfceaa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_366797ff-fcad-33b5-ac49-09e99df60ed5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_366797ff-fcad-33b5-ac49-09e99df60ed5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36713fe0-1e85-315b-8778-401a52c507fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_368f90dc-fcb3-3103-ba08-15d6096570ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36942aca-d5f3-3207-964e-d4aafc7020c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36cf2f39-79d6-3fa2-952b-56dcc3dfb297_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36d08919-5b86-3985-b7fc-00ce58af03b0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36db67af-09d6-325c-962c-10b758199fc2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36f62f5d-3a68-32c5-ba8c-fb62d5ca26bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_36fd3ee1-f6f9-3348-b885-db21537b99b8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37158481-1fe6-3889-bfa0-373a5187a101_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3719df81-e6b1-3dc2-9e71-b112cb417e0a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_371b091a-f735-3e97-872d-612bba7a5dae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_371ebae1-ab7d-3fa9-bdb7-f600ff453513_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_372531ef-77d3-32a8-aee5-1a6dd069976e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37259912-ef5d-388d-afce-7314655662af_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37318ddb-613e-317e-907d-140dee5d120d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37372554-d0e9-3cc0-9925-fbf0f0b12d62_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_373a9990-c76a-3cbb-a302-51e07d597e26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_373f48ed-d68a-336b-b45f-5a65679f9309_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_373f48ed-d68a-336b-b45f-5a65679f9309_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3749f099-c2f8-3229-b72e-a1e3cacc9fb9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3753342f-cddd-3d60-9533-4d49989ad8e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3784cf66-4a23-33fd-9c84-12ef1e49c73c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37879b9f-82d7-311c-a735-2f7cab2c8463_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37885096-d288-31a4-806b-686d2dda4848_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_378b6ad0-9749-3f24-a037-d9a0bf39c49c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_378b6ad0-9749-3f24-a037-d9a0bf39c49c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_378d3f08-a22d-39e9-a007-89bd20a8a866_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3793ff0d-cfac-3697-b194-dae8360e611e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3793ff0d-cfac-3697-b194-dae8360e611e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37ae1122-0351-3ad3-b33c-5f86f718a265_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37c41f73-e5f0-3de7-a27d-c48d3e5fc14a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37d761ad-d3d1-3b10-bc48-75bacb7ccef1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37ddadb2-dfca-3d92-b67b-d1e69b1fb045_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37e04e1d-ed18-3be9-9117-679f954e5a54_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37e31966-e416-33a5-a881-71c52bba39b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_37f27990-4f3d-3ac9-8891-54d4ae2cc188_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3807bc28-0776-36af-801f-1143f14c723d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_380818d1-0790-3cb9-bb95-0864d63a84d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3808c112-df44-35de-af4c-1f9261201d01_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3815396d-c6a4-35b5-b3c1-7d294510c193_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_381702ed-39f1-3c67-b863-b188a1a32842_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3819d5ab-c7da-3be4-952f-f4b7668e31c9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_381a2065-a052-3f80-9583-54756916183d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3827401e-9bdb-3adf-a9d3-050294605ac7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38283b64-5f1f-3abf-ab6b-77a2e7914295_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_382aad24-3e11-3180-bfd7-933c3f35bf37_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_382f1388-5a6b-32e7-9c43-b43739db4bc7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38396ea9-dfe9-375c-9dcb-e6ca30f46fed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_383d1d2d-4414-3c37-bde6-1032ebd472b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_383d1d2d-4414-3c37-bde6-1032ebd472b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38411ce2-88d9-3c90-aac1-8d6ed0f331cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3858058b-0e92-3459-ad0c-03d0de5416c6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_387cc1a7-ba86-3fa7-be08-ca6ba097f994_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_387ef956-e518-3f56-a7bc-38932db600b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_389116b8-b500-3813-8403-6ea87caf2307_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_389116b8-b500-3813-8403-6ea87caf2307_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38a1953e-1d41-38f8-9328-abdeba91d561_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38a4a8ef-c969-38db-8bf6-0fab800e9d27_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38b897c6-4a1a-3eed-bb4c-3a2aee747535_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38c0ab5f-ccd6-3e71-b041-bcd79e543831_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38c3a60b-4d0c-3760-96cb-dc26d3689aed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38c4b691-f45e-3f90-85a2-0f510879ad59_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38cda0a6-aee6-33ec-99ac-5fd1e6f466ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38d5e11b-99b7-3161-9b90-1ad30070c31d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38d803ad-7e83-3cab-b534-b1bda74970f9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38e47249-19de-3831-b424-93c81f417fc7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38ec38f4-e87e-3bf1-856a-7cc184968fee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38ec65c7-0649-38c4-9ad8-2f6ae63f0650_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38ee82bf-437d-3d99-867b-6229efc75a9d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_38f22d72-731a-3fbe-a419-ff8d9b439535_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_390270cd-aa44-3abd-a83b-285da7ff52b4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_390457f1-755f-3dda-9bf9-c35c61b93f0c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39054ea0-865b-33b2-b388-aaf0c9e008cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3906f844-8988-30c8-8c88-659a08f7383c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3910724a-af23-3973-996b-99b0aa16a855_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3910724a-af23-3973-996b-99b0aa16a855_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3910724a-af23-3973-996b-99b0aa16a855_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3910724a-af23-3973-996b-99b0aa16a855_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39130b81-38eb-335c-8ec0-a00d5620900f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_391f4f9e-3dea-3660-8f98-da2b1ff2303d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39372c95-f945-3c0f-8e91-5277bafea84c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39386d87-a6b4-3331-aff1-42bcb2fe4fc5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_393971d7-0a91-320c-bf92-a04c34657e81_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_395e6224-97c5-3eb0-8b25-fc87e87e274c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_396176ca-1bf3-34f4-834e-8bcfaae47184_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_397dc851-d34b-32c7-b71f-5b62f1e84e44_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_397dc851-d34b-32c7-b71f-5b62f1e84e44_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_398d4bb9-d718-3575-9a7e-6305e45120a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3999e24c-c1a8-3d8f-89a3-3c29d3d818e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_399d5df4-e72c-3e76-8802-19dca1efcf58_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39a278cf-b01b-34ab-981b-96a6f021bedd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39adb740-5dfe-3e67-b43a-d730e85690f7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39b00f7d-f46e-3d02-89dd-82c3391dd29c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39b66c7c-7712-3f91-9355-8268d4317626_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39bd8f34-42ca-3b08-80e5-9acaf3b8e72c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39bd8f34-42ca-3b08-80e5-9acaf3b8e72c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39c1f766-b33f-31a9-aa59-4a11ad74c761_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39d19c23-6db4-3e19-8c53-17763c73b75e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39d71d87-39ac-3d47-8e61-fe1b68c5bc54_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39d924ad-84cc-3334-9e49-b86f821ed373_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39d9ee87-8f37-300e-bd02-9b32c0619c25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39e2e8b4-35f0-3aae-ba05-6b40e4ed368a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39e77a0a-ebd9-39b6-bf69-08f04520905d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39e881a1-81bf-36c5-8256-78965596c9b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39e888a3-10ed-33e6-bcf5-76792d9b52d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_39ebe01c-97fc-3880-8bbe-635814d78ed1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a1264f3-55a5-32ca-b29a-6a8353973434_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a207c7a-2ee3-3ee5-915e-c8a62e197a83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a23369b-9460-3d93-8298-4c30e12366d0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a2db182-76c9-3e78-8533-29e157ea661f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a61aa66-644c-35f2-b4af-0467de0fee25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a6e4caf-ea1c-3163-9ed2-db6959cf3652_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a72b6af-936d-3e45-87ce-f5fb28cc437d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a800cf7-54c6-3a2f-a8bd-e18897b00273_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3a98780e-4f93-3b53-b4cd-7335e942bd72_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3aae72f4-50ca-3014-b7ea-faf1d035d55b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3abbf7b5-fa14-3af4-986d-fd803de3f0f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3abe69af-1512-322f-9109-12c2b29cdca6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ac7747a-1f90-377e-8e74-83f8a7ae51a9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ac7fd6a-aaaf-3286-b8e7-eeb8f1f6978f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ad2071a-db44-329d-b265-d5bf0927c30f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ad9a7c8-667e-3d8e-82df-eef411889644_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3af09c06-9163-33c2-ad3a-6b0133b33d9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3af86655-2af8-3665-9f5a-f909312e3004_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b250a2d-63a6-3750-b04b-1234e2211247_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b2762f0-86fa-3386-bf98-696865b07e43_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b2ee9b9-e920-3de6-8ea7-20c33879aa10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b36854f-54eb-366c-874f-aa11b5494d0f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b47be04-6730-3597-b004-58c4ba4efe1c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b4a5b10-269a-3135-b964-ae857a1c6f92_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b4e34ab-845f-3484-87e1-a8340c56159a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b53cebc-5650-3f0e-b12e-ffff3da7390c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b5725c5-0025-3e7f-813b-c846a8902955_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b5725c5-0025-3e7f-813b-c846a8902955_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b61b90e-2d31-3590-bb6d-452a3f3c8536_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b61c98c-6ab9-36bf-a1fb-cfa55cd192e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b6cef24-5375-3579-934d-2ba0edf2a147_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b729adf-7a32-3654-b796-8570f42f5297_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b887c88-d160-3d9e-863f-745d6243b209_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3b9b5e5a-670e-38e9-a0bc-9e330ac41665_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ba7c3e8-776c-3f16-bd48-a668dcccc260_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3bb9d1de-4c28-3628-99a7-d1149a4f4358_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3bca9502-5565-3740-a85d-56d9b43d4de7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3bd7398d-97fa-37f3-8325-c48f7e91573e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3bdebb30-9644-3dad-bc92-515368847f24_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3be8c528-f615-3f13-b536-3d75b248810f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c0e6060-b46b-3a2a-bd8a-cc33c2c66915_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c19e0b4-24cc-3f6d-bc92-d349dc06e1c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c1edffc-f4f7-3b71-abb9-64bb10cd1d3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c2885e2-c73b-3e75-961b-bf31f5262fe0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c2c78f5-2375-3f62-907f-ad58e23151f5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c4bae9c-e3b5-3dbe-bb1f-337c9d9da45d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c50c0f2-af83-398e-b8fe-f1550b3046bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c50c0f2-af83-398e-b8fe-f1550b3046bd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c51f9a0-b09d-3376-881f-a9d88ac9b121_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c51f9a0-b09d-3376-881f-a9d88ac9b121_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c6b282b-ad9c-3eac-9e8d-d20e5db90314_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c721af8-6fc8-3604-8033-bc5abf29599e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c721af8-6fc8-3604-8033-bc5abf29599e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c7711bc-6fe0-385f-af9e-3a9172628ca3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c88c9ae-21ec-374f-bec4-cd88575fcd53_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c990344-2d7c-3ae6-86c9-cf22d898065d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c9e6b2c-96fa-3110-93b6-daa0f55f3c77_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3c9e6b2c-96fa-3110-93b6-daa0f55f3c77_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cac4873-49ec-3ae1-afe4-a4b1eb67ceb7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cadaff2-565f-3b7c-b09a-055e54c7203a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cb5ecd4-180e-32a6-806b-6b76cd4d0ddb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cbce3d8-fa0a-30a8-84ec-c8f2ed944bd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cc2813b-6571-3a3c-8860-0376205150fc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cda57e5-f274-3348-a737-ee79bc5217e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cda57e5-f274-3348-a737-ee79bc5217e2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cdcb4a5-1cc1-3856-af93-2910e20a6687_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cdcb4a5-1cc1-3856-af93-2910e20a6687_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ce6fac4-dad9-3714-8309-3ff322e0d0f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ce7308d-091c-30f9-80c9-2d0379443774_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ced6a20-c238-30f2-8ec9-12615f0cad38_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cf46fad-a98c-39e8-848c-01d2e4d9da9c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cf8d61c-5294-3a03-8348-880825356b75_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3cfec9b9-2060-3c25-9451-481f63753dbe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d00845b-6150-3bce-be7a-45ccf0bdce88_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d0186e8-119d-3bcb-8439-acfe355e1ad8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d0b17d5-ae76-32c9-b730-0a124c27870e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d122173-9f7e-38a4-8aac-bc918778dd07_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d122173-9f7e-38a4-8aac-bc918778dd07_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d1cd932-2a73-34fa-b24b-fdc7ac39c245_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d1d4999-4824-35ae-a313-4134f9003eae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d2eaf6b-12b8-3ffa-87e8-06a12b37895e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d30c836-6147-30b6-bb72-9ba30e4fcfa8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d3792be-ccf6-3d87-9385-0f83da5bbdc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d52fc17-2876-3abe-a336-397ba7d62b06_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d5fc7cc-7aea-30c5-8fbf-9e3f502b9b31_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d6300d9-7cc0-39b0-84fc-8a96e629dd35_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d67bca3-9174-3d62-aee6-6bf414942d42_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d6a05c4-7876-3179-8cf0-9446e8ce3102_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d7e25bd-123f-3bb4-a84d-41ec96bda6bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d8093c2-13ad-3ec7-b1d3-a672a309ac07_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d85c664-8140-3fcb-93fd-fb69754228a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d8ae2ec-c27a-3ce4-a5c0-af57f3b68374_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d8e9e5f-db80-359b-ae27-1af2644f4662_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d8e9e5f-db80-359b-ae27-1af2644f4662_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d91c801-188d-37ce-bd2d-ecdc0164a78e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3d92af34-e512-3780-b343-4db1151fff45_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3da93dfb-91c4-3937-af30-8af352271ec0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3db92b91-5532-3ab1-8450-e707adff1422_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dbb0cac-7d3e-33d4-a983-f1b331afcdd3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dbf5e3c-d25b-331d-971c-4a8832f15f91_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dc298b4-10c6-35e0-8afd-dc1cc6b60bfa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dc65159-fde9-3df1-8415-ae3fd9429efe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dc76583-5dbf-394c-af40-2dd3564ec723_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dc9bf1f-54df-3e7c-9f0f-a487b614f101_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dcd8085-4e84-357e-8e61-ac7d6f70c2c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dd10b75-37a5-3f08-abbf-12a1d3c1b3f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dd336ab-2da3-3e43-bac5-df3163b3f9bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dd8b4f1-174d-31eb-b652-d24e9ca395c7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dda776b-9047-3a72-844a-172dcd80f65d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3de010c9-c052-30bb-8b87-48ed4120e948_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3de359b7-8b7f-344e-901b-227909576d7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3de97391-62d8-3802-8102-f2cda4776d7e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3df00ba8-7e1d-3ff4-9d6f-212b972999d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3df31b4a-26e2-356c-a222-569a956a1636_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3df61178-e13c-3cfc-80ff-69fc0d21936d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfa17db-a2b4-3ed6-b0a6-92eca27a76a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_37_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e0bde38-bb65-3560-9583-6780a547fc5e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e179e39-ac76-3c06-9f08-52d4505da70a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e23c63e-2a23-3514-8c89-c02351c4edbd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e23c63e-2a23-3514-8c89-c02351c4edbd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e299dca-fba8-3c14-ab7b-cb3516e940f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e41b748-7edb-30c6-9e36-b0ad37939c12_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e56bdca-0024-3346-9c24-57d9e7be72bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e5f18e3-4ca1-3303-80ff-256f00332947_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e604926-a2dd-36ce-bde0-a795a8389007_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e604926-a2dd-36ce-bde0-a795a8389007_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e6715e4-97fd-374a-9584-477dbbdabcad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e70469d-2721-3d5c-87f4-96cc1c098efe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e70469d-2721-3d5c-87f4-96cc1c098efe_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e800454-72fd-3faa-9de0-438a50ae725a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e820468-bce7-3940-b17c-c3b1ebb08739_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3e8fc883-20da-3bd3-88a6-c530c166f730_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ea894cc-b966-33b9-b823-68d9ba3ae113_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3eaf173e-25e7-31ba-9e69-e62e46926bad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ebb0cca-e24b-3869-aabe-701d0a35aa39_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ec75595-cf0b-3622-98b6-22737b8b4146_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_16_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_18_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ece4aa2-be01-363e-b5f1-3813d50ea999_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ed6468e-56b6-34a9-ba75-a4a90717280a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ed8a293-24cb-3616-99eb-a7422ce24a2a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ed9a8b6-8ad1-396a-ae63-7f681def2fc3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3edba60d-eacd-30df-9dac-eb1bbea82903_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3edda5bf-3f44-312d-9c71-79c8896536b8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ee79ad5-e72f-3bb1-a849-60070a586a2a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ef2c98a-839f-380b-aca5-5d2b54b0105a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f0241d8-c761-3fbb-beec-06af3b51369b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f0241d8-c761-3fbb-beec-06af3b51369b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f13ad8c-23bf-3b42-afcb-9d074f558964_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f13ad8c-23bf-3b42-afcb-9d074f558964_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f1542de-47b1-31e0-813b-ba9c1c518ee7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f35cb9f-4373-34c1-b9dd-727fc68a731b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f3addc8-7dee-34a6-9dcd-a74b6347da50_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f3b1e64-3ea0-3fdc-9581-f1ab2c12e8e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f43463a-55b6-39ac-8862-b825d7877e51_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f549ad6-6269-3849-813e-5f098ea8e3d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f549ad6-6269-3849-813e-5f098ea8e3d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f6e8a99-0740-3775-a23d-7dfbbf48ae83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f7a5e71-6d76-3197-9fda-8577beaf044a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f85f8ce-95b7-3ee4-89f8-938c5e01b0f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f8b597f-c927-30e9-9317-d624cba85203_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f8f764f-cab7-341e-ae89-0432e575d468_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f923693-bb05-3dbb-8e29-f10bcf5d1031_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3f9b7640-ae51-333f-bed0-2a731d40f829_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3fa0ee72-794b-3b3b-9af5-0ab923ae877a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3fadb6f2-d7df-3d4c-8cfb-5c3420e9cb7a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3fcd5857-2e74-3fc9-9765-5fd90b5da3c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3fd5bd66-d81e-3684-bc44-a4b2e607a4e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3fe853d8-b368-3872-9600-76db4548222f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ff17b95-17d0-384a-ba00-da84359c6804_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_3ff4ba59-d0fd-3a79-9230-e8a43d70363b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_400552df-4152-3698-bdd1-ab4570ad89e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40097f9b-4f92-3cf3-9dc2-0145d8eec652_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_400cfefd-a23c-3e22-93f2-9488427310e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4020884b-6bef-37fa-814f-9abc5118094b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4024b286-e20a-392d-959c-5ce3bf11fd1d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_402e3cf4-697d-310f-9ab8-d445aa40bd30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_403bc972-030a-3703-ade0-d4cc5ae7e320_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40447cfd-2c13-3fa8-9f94-7c784e81dda9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40549c2f-5f54-3610-9018-0658e5033e59_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_405aad59-4f98-36f3-abbf-63285493d848_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_405de7cb-7003-3067-9417-24dd0c1b8f31_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_405f4fb3-261b-31e3-84a3-4f6ad9f4337c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_405f4fb3-261b-31e3-84a3-4f6ad9f4337c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_405fdab6-dc92-3a96-b848-b054fd424046_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4060ab58-ced2-3922-8828-14a776906342_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4062e9fa-00a7-3ed6-9a46-d343250bca23_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40640eb1-9e44-3264-a448-e44fd9ae3661_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4069c9aa-42cf-302d-bc4b-3d9eb0ce41e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_406a94b8-f4fb-3a34-b289-5707ed134a53_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_406a94b8-f4fb-3a34-b289-5707ed134a53_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40787fba-c824-3024-b36e-316f648c5ffb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_407cd4be-bf7f-3813-90e4-d0b1926329d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40803f94-9779-3f0e-8c32-ec6cf8a535a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_409cdc4d-79a1-36a7-b9cc-8c8d211873fb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40a4ff2a-0f50-3c02-9148-b457d50db74b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40a615e1-e15f-35c8-a3e9-b5bbae7b27e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40ad2f00-b89b-30d1-a1da-d8da0ee6dc26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40b2bead-da3d-3f0c-9846-66ca937a7817_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40bc3790-bc3d-3d16-9fa1-6b1356e0aa3c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40c89d10-8308-350a-abdb-fd1b538bd225_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40d684aa-f776-342a-94c3-550ac0cf3fb6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40db9160-1ad5-3f90-80b3-2a787c811d1f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40db9160-1ad5-3f90-80b3-2a787c811d1f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40e9d62f-9f8d-3cc5-a9e6-40ae8d3056e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40fb9adb-9c71-343e-82f3-93be690735ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_40fb9adb-9c71-343e-82f3-93be690735ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41020f7b-5370-3f68-aadb-7f1c4c6e44f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4103472b-dc0c-3419-a715-59d01747269c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4103472b-dc0c-3419-a715-59d01747269c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41147444-ab9a-3e0d-b760-8114cf63b9c6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_411b7853-ee87-376a-8666-6687e30016e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_411b7853-ee87-376a-8666-6687e30016e3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4139497d-6364-3abb-a437-bbfca9adb181_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4139fdbf-9f0b-35a9-b498-b2e70b6553fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4139fdbf-9f0b-35a9-b498-b2e70b6553fd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41451e99-bab0-3de7-a176-60c993abe202_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41451e99-bab0-3de7-a176-60c993abe202_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41578058-a0e4-3eb9-9c44-c45f9fd30d2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41578058-a0e4-3eb9-9c44-c45f9fd30d2c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4169fd07-57e4-3bbb-8a76-29e6183e859a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4184f9c6-df5c-33a7-9fa9-9e17e5f3ac28_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41895bbe-72a5-3f6d-9f69-a6910760779b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4192d81d-5550-385b-b2a5-4c92e2abfc60_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41963095-bc66-3a06-8785-63733ea9bec0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4198185d-6f91-3870-ad5a-d639011c9b0b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_419d9d34-8527-3af9-8eef-2d408ff6e004_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41bbbfef-a657-3570-8f5b-c390200612b0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41bc87e5-0cc3-336e-91f1-ee198900be0f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41cb5242-4d73-3374-a487-9b5e4fb735bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41d19a27-1c15-3372-a35a-e8621ba64bbe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41de3ebe-cccf-38b5-809e-0558759a9379_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41e7a67a-bba6-37a2-b6d0-8a37add0fe60_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_41fff687-06ea-3257-97f2-084fd3c26770_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42043a8d-c739-3dab-9f3d-648f9912f538_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42128d0d-79a6-37fd-988e-1f03953d3933_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4212e73c-07ee-3281-bb6b-8f9035f48380_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4220345b-9b0c-3e8a-b12e-5ce6ab01e420_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4236df12-c52d-37da-9919-0d9cc9202e12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42422749-6d79-33a4-b128-7f1192653f61_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4244e4bb-9f95-3014-85d2-2ed3549522f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_424bb55b-fb51-3fd5-832d-4bebec332ae6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4250834c-7a22-31db-88a5-a4319dd6f93b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4265c04c-7ae1-38f7-90fa-89869d21e88a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_426d1c36-36cc-3f40-9a78-c8b53a478838_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_426deb0b-292e-399f-b0d8-d275d9a78c6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42795ec4-3c61-3176-aa9d-dceba88454da_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4280f6cb-2d4f-3978-8817-784f3c3f96f6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42835d59-c15e-3880-84ea-63aca5592fbe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42866b61-818e-31a1-8715-da1f92aa8e68_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4288611b-2f62-3056-a4cf-3f5d086b9781_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_428bb023-f29f-3a38-bf3c-1ba03272bb80_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_428e69e8-48c4-3cce-ad72-c061595433ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42a00db4-740e-3b23-bfbd-6943cad1832f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42a00db4-740e-3b23-bfbd-6943cad1832f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42b78561-3148-3c2e-90ff-9cf79ddbb94e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42c0e4b7-c16a-3f74-91b4-51e68338b9b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42c7d077-2e2b-36f7-8aa4-c5809a3224cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42ccb855-7b26-34eb-8cf2-926776a72016_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42d511a8-6779-3e69-a887-d5a8682e0ccc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42da5e34-e975-3d59-80c9-ec372f33c8e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42ea6cc7-ada7-3916-a56d-077620e7e359_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_42f51b30-7b00-3d44-a2ee-ae0dd2a3ad5b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_430a9a87-218f-3c80-aade-068d363f09d7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_430ce306-e943-3088-8346-73bf280c09d1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_430d497a-f02c-3299-9054-6cbbd7711f0b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_431c7eac-acfa-33e2-8b76-21204c8ef205_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_431d5d0a-2206-3128-93e5-e47b9bf5e35c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_431e9967-bb9e-33df-8f97-2972c90cc2e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43231c68-8b14-323d-abf6-71ad621f594b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4330935e-e6c8-3e7a-a564-d5767546e9ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43362adc-96da-37b0-a76f-bd0c6ff9d304_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_434c43ec-a8d2-3de5-86d6-b7ce145ac115_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_435256fd-ab00-3e1c-bc12-04076d2a037f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4391533f-3848-3cd9-a22a-afe9dff741f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4392ae3f-87ed-3c5d-99f8-08582d1a68a0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43979a94-1e5d-3ed3-8c8b-d27472a22f30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_439c4726-ed39-3811-93ac-f1561cb11c94_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_439ff54e-e87c-3d9f-8390-8705aa80db5a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43a0e129-9db7-32dc-bc7d-2e3f2a6b8311_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43a8ca4b-b562-306b-bbfc-eba7fa1836d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43b29973-0908-3392-898f-ef67f44e868d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43b71678-6c2b-3671-8bea-733d6f3aa082_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43f5a5a3-9bee-3196-ad6a-22a57b336bf2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_43fe5819-adb8-35fd-83ad-435a87bb387a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_440590be-e9f4-3426-ae49-668ae643d2f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4410d690-5d9e-381e-b039-d21b84d68055_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_441484a9-534d-3df8-80af-ec7928ea4c03_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_441d2fbe-0829-3927-9eb8-38b95103528b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_441d98a2-cc3c-3be5-9006-d79a71181a83_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4422e715-8f4b-385d-b158-e523c01dba78_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_442bb658-d54c-38f3-9bef-92e3c5e5109a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44329af3-f693-3c4d-b416-56a3c623752e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_443eb273-db9c-38c8-8b83-aee3b92af498_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4448df6a-8b91-382d-a86b-f2a9707283e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_444a9426-8aea-362a-84e0-feb7e1615648_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_445148bd-4834-3d9b-ab28-e0204212b30e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4454318f-7583-3f24-9917-52300fcd1c3f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4464cd00-a57f-36f6-bee8-06f3642257e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_447a2100-df17-3441-b4e5-86b3c81f8575_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_447f3227-a16f-3e0f-983b-29c5864b3991_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4481b23e-1df9-327b-82cc-8348abe9eb72_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44822f6f-2b97-3c4a-90fd-c9a333a92a4a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_448398aa-f641-3b12-aa7b-7b6211bee82d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_448fb251-ed01-31db-a1db-2cdd94de27df_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4497f003-802a-31b1-ba14-a8def399a942_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_449bf4f0-6378-3d6a-8ee2-35dfafdc3819_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44a25964-178c-33d5-ab3b-5c75e1799303_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44a42896-68fe-3324-bb68-01f39605ca71_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44a4d4fa-db21-3a5d-ac22-9f276513ed14_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44b0710c-c3fb-3883-928e-78260d6296f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44b07c33-301b-31d6-9568-742ca07aa555_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44c49cd0-fc81-3721-91a7-30dca6ee1c2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44dbc53a-c1b4-3452-8399-1c67565b5078_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44ef4fbc-b324-3cc7-b74a-6dd6868cbe44_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44f46d5c-68e9-37ca-90b7-612cd33c4c3f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44f46d5c-68e9-37ca-90b7-612cd33c4c3f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44f583bd-da90-3368-82c8-2c872bac6e78_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44fb55ad-c82e-368c-b41b-f608b52a9bb9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44fb55ad-c82e-368c-b41b-f608b52a9bb9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44fb88a6-7fa5-3ad3-bdf4-c07ad1365d8a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_44fe1fe6-aff8-30af-a3d2-a90ff6d05a71_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_450f6816-5e1a-3b7c-b57f-665f0b124a26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4518d7c7-2dad-347d-8c3d-dd09687dbb2e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_451e64ef-ecc5-3333-8a9a-df9955510636_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_451f27ff-c55b-3fc0-b381-03541c49b241_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45222b94-36e3-3540-8ccf-41da19ff03da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4522aa60-707c-3d1b-bc27-66b9201903db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4522aa60-707c-3d1b-bc27-66b9201903db_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_452eb610-d56e-3930-a811-259bbe30bf19_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4540a841-f346-36c5-9522-91eb7a1e30d0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4542065f-cf7a-3693-813f-8e131fd16e2c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_454c7a42-1edd-3a16-917a-5564ee336e2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45500ee2-f015-3346-818b-33b02fffb058_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_455dc73a-a2c2-35bd-b280-5bd8aba21150_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4561864d-5d32-398a-ac48-55f0141ca4cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_456b608b-903b-3181-8d79-39b89aebf9f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_456b608b-903b-3181-8d79-39b89aebf9f0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_456cdc1a-aa99-33e3-b056-30ced04c7213_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_457ef50f-ba23-3252-9b70-489aa048b3d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_458159e3-78c2-366e-b5f3-bbaf3fedaa93_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45861c48-c39a-37d3-8193-577b35feac20_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_459b1399-b98b-35ad-a4cc-638c422a5210_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45a03f65-b560-3172-a9ad-f271cecf7502_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45b1aa3d-d480-3c8f-bc86-a634df077425_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45b1e17b-71be-3156-b335-479d48f5ff0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45b8ad1e-726c-3732-b383-7f3359a58ab6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45c92edd-5334-3357-9e50-9fb959b97427_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45d49b79-8c73-321e-a066-2b4d1af45a12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45d53090-8537-3a9d-abe3-41ae3a965a41_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45db13a1-9276-3eb9-ad8b-ecc2b0cf7836_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45df0bf9-ed8d-3d13-8937-3741bf708bf8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45ed5d46-76e5-37de-bf17-bd1975e857e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45edd6c0-5806-3f07-8cd6-7a4d4a974e4a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45ef047d-3f6c-3505-b009-643e30434d8c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_45ef8457-8fe1-386c-8e0d-eb173ec4f48a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_462542fb-c44b-3414-a6f3-861da6c69b62_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4630bef7-a5e0-3f48-9c5c-927efbe84387_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4633b675-7b94-3699-816b-1bc212e5fb44_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4645d96e-213b-3f2a-98be-4c800a2a1b6a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_46553ef7-734b-3f56-8ec1-5691b0f10112_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_46653b9f-9ad0-3d4e-bd9a-08678595d1ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_466bd691-6a38-31ae-8592-88285afb20d1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4670d893-853c-346d-b75a-3f72dad0564d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_467cf59e-7110-32cb-b8f7-04242412ae05_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4684d2ec-de40-36ef-b0d0-eb9527bd6587_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4684d2ec-de40-36ef-b0d0-eb9527bd6587_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_46885d69-5a20-3f2f-b29c-b63b9be1ac53_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4689b04f-3469-37a4-98d1-cea141479a34_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_468d82b7-efc5-36cb-a8df-39f23f8e7753_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_469eafdc-58dd-3406-b34c-526fdc53fa42_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_469eafdc-58dd-3406-b34c-526fdc53fa42_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_46a2d0ff-703c-3921-8836-5d831c3c1141_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_46c04860-d213-33e4-99d1-544f163b337e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_46f565b8-79ff-3c82-a174-01a6dcb90127_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4716aba2-c084-3d67-8912-fdc59cb6bb11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47227e9c-21b7-3526-ae03-13e536aae52d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_472abb72-53db-325b-a348-3064b81c36da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4731b5c8-e9c9-3668-9b4e-710718b61571_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4731b5c8-e9c9-3668-9b4e-710718b61571_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_474199ba-b946-376d-b638-edd52c9f0b99_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47485cc2-2af1-3696-80dd-318504e062ef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_474c3357-80a6-33cd-a09b-db51dbeb09ce_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4751fab9-439f-3391-95eb-880ea9d5b7ab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4764af7b-7c62-3091-a945-446e13722927_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_476aabfb-b74f-3e8d-9fa8-759deda56934_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_477974dd-0cd3-32fe-b805-399389d62417_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_478ec4ec-c979-314c-821e-69aca793ddf3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47923aa7-4026-3e1f-9ba6-4f1bb6061aed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47ac30ce-3652-3d28-98ee-9a19f984b379_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47b401b4-00f7-3d31-85e5-d04a32c0d886_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47b401b4-00f7-3d31-85e5-d04a32c0d886_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47c9e773-4e5b-35b7-9179-948cd38bbfb0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47cb5a6a-a571-317f-8161-65bb61fd32bf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47d114e4-ef14-3e2b-9802-d4f04c0611fe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47d192c1-6bde-36e0-929c-37d32d4eb976_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47d2d47f-e098-3dbe-9248-18468823cc88_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47d84474-159a-31b3-b155-fee93956a5fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47d84474-159a-31b3-b155-fee93956a5fd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47d8c54a-b903-30ba-a943-229f7c5e21ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47d9ba77-4900-3b5f-8e3e-fce057ddd985_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47e80261-8676-30c3-a014-cdd0b2da6445_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47e80261-8676-30c3-a014-cdd0b2da6445_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47ecceaf-7859-341f-9f8a-987d035b20f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47ed26ac-9a1e-355d-994a-65faf03feee4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47ee820c-ea4a-3771-8c77-10cd0f7613fa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_47fda88a-8227-3179-bee6-c00587ba3de5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_480cf80a-74c2-33dc-9b04-a57ac7e0bbe3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48184290-8a2a-378c-8919-c3c0f189398f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48210e82-283a-38ec-ad05-53f36c95e763_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_482254d1-6177-3c0c-89f1-151504e889eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4834c565-8ffb-3763-b1e9-b823c45bc58d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_483c3da4-d88e-32ce-8789-d20811cf8c9d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_483f008b-07bc-3f8c-b141-bb5905e7664a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_484882c9-2578-3ecb-85f6-b56b5dd8667c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4848843d-a6ee-3535-98e8-3044d3eee83d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_484f04ac-2d3a-324d-8d41-960d650d9bad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48522ac6-5301-3562-8d93-9fb845a4e845_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48707338-a345-3c24-8ce9-b55c515eeccb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_487b9e08-5a2c-3108-a55d-c0dd501af546_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_488e0f9a-7df4-34df-bb88-8dc1794afdd7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48934c57-0007-310e-97e6-5e9467fab8da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48a27732-e296-30ce-b4a2-9db92ca57759_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48a27732-e296-30ce-b4a2-9db92ca57759_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48a41c4b-ce0d-380a-9db4-c4dc47798893_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48b2fae5-1b97-3710-b3af-3c4c5e575ea9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48cda1ed-574c-32de-a7ac-2dedb12387f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48dbdd4d-1221-3e4c-af90-7fb906a4df9d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48dfe02b-d196-376f-b45c-77bd3d11b374_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48eb377c-9c9e-30d1-b67d-6b9b05df4f8f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48eee397-0667-31df-88e2-900074e061e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_48f29392-c2af-3b38-adc8-61292804fee4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49071819-a8c2-3b99-a1bc-2c71d634ea87_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4908c1d5-aed2-3e40-9c7e-cc7457ceb3be_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4911126f-51f0-3ca4-8daf-56d60fce9e72_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_491711fb-6fcc-3eb9-a88f-63ceaf84b75a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_492aea35-5a06-3047-888a-2ee01692e01a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49460947-8c31-3eef-bfb0-c9d8e46a1859_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_494f1c32-6639-38ac-ae91-e5be5ee97d5d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49545e3b-c3d7-3e53-a4b0-722388e9d6e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49621419-2db3-3677-88cd-befa1897cda5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49709280-a5e7-33b1-8e07-498d74667362_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4979ec7e-06ed-32ad-b59c-9fc4f7baecb1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_497c886c-d1db-3b58-971c-fb6ac8ef3307_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4983c766-a0f1-3fe2-b4e5-18155d3dd8a9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4984bba8-a4ca-3a69-ba09-36f2650ca749_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4989c660-5b6a-3140-afbe-825bdbfa0ea7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4991d863-725a-348a-862e-9457fbbf20f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49950a2b-424d-351f-a9e5-3119c0029285_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4998e74b-e3ba-3c6a-b1ee-797d1d89e61e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49a7009c-32ed-3ef1-8991-155afdad1705_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49b23f02-b7cd-34bd-affa-89647a372e33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49b5bfbe-def2-3679-8c61-c7decfeb897c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49b94e48-6058-3e8a-8754-b1284603a258_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49ba2d92-eacf-3d3a-b876-602d46a8fcd9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49c1f825-96ed-3d8c-8694-46b0858e7586_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49c250d4-3588-31c0-96bf-dda5ed341eac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49d6d540-66a7-37a4-ae8f-6ba17f40be27_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49e398d9-1b6f-3636-ab13-dc3c68bbb027_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49edbd5f-3d6d-3e97-a2fe-885c29e5b85c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49f1c9ff-3597-391b-83fc-b0851bd7bcc7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_49f1c9ff-3597-391b-83fc-b0851bd7bcc7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a004f9e-a89d-3e3a-8460-d046bdbc69c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a03b2b9-e5b3-3431-bdd5-7026d8bc54f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a0794ee-0c76-3325-8421-83c302d701e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a1fcfb0-37ef-342d-8400-0e6b61e87960_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a2451c0-dcfa-3266-99c2-3ddc3d1f9e0d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a245441-b45d-3296-8c31-9149de9ebed6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a341fa9-c810-37ca-bc92-d2e78a4981c5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a341fa9-c810-37ca-bc92-d2e78a4981c5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a4a9110-4e22-3d9c-b76d-581cb243b771_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a556466-b56c-3fb3-91df-ebc66d24cb5e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a556466-b56c-3fb3-91df-ebc66d24cb5e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a5e626b-ebac-3485-8acc-e675650a135e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a677250-6aec-3ead-b042-4c812ea867d1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a68ff97-e252-3c41-bd0d-3598156b6b3b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a6d673f-198d-35c0-91bd-2bc0a1939e47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a76f463-1b67-3318-9724-f5e8435730e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a76f463-1b67-3318-9724-f5e8435730e1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4a82b6d1-ae93-39f8-9511-51105acf17be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4aaebac4-db0b-3e6b-9712-564728ac06ba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ac8168a-260e-3d98-bf5a-b4ddfa7fad95_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ace8c04-f0c6-3367-8925-d5f9a66c39a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ade23f4-55d6-3e4c-99f6-7df186d71dab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b040d70-363c-35b0-b9d6-1201e78360ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b112907-3329-3183-8269-cd9c7cbacd47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b153bcd-14fb-363b-af88-954f43241b1f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b2b1fc5-37da-3780-a220-7d8195bd2087_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b2d765b-a53b-33b6-9ed8-f4f9fd2e1da9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b2d765b-a53b-33b6-9ed8-f4f9fd2e1da9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b313131-1e28-3119-8d71-5e87c8f9e688_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b36d930-e382-310d-8e1c-83feb0740a52_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b4082f6-5366-3f28-a9ed-01d240d400ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b42da75-22db-3d66-92cf-537a7132a5bb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b42da75-22db-3d66-92cf-537a7132a5bb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b489cdd-3897-37da-a191-c8f0f57fe9a5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b51cba1-efbd-3473-84b5-a95729752e79_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b5227f4-d177-3aed-865e-4dcbe72074eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b52f342-aa50-35af-8f2c-c89cae42c760_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b604d75-db9f-3adc-92a2-5a9d14ccf5c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b6b16c4-4af0-309e-90a9-74e79f129150_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4b7c8a99-646e-3a09-a3c7-2ccc7348ea20_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ba0bb90-7035-37e7-bdb6-44202bcd9521_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ba32a2a-711c-3dcf-9d13-c4703a1cdd73_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bb9b7d1-4307-3d12-bca9-f51ed8514a47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bbf991e-4b53-3a1d-8d22-059ffcd76001_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bc06e04-bf7b-3304-8814-587cb8e341b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bc06e04-bf7b-3304-8814-587cb8e341b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bc1f891-1d6b-3c32-935a-7197b6154032_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bca6373-d404-3042-a772-46c16f04bb9c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bd58f46-8dbb-3605-a67f-f8756babbc08_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bd7336c-dfab-3f67-86a4-cf7f17bdaaf4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4be23dd7-7207-360f-bc18-19888f2d46f2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bf2821e-812e-36be-8412-4164f9cced58_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4bf2821e-812e-36be-8412-4164f9cced58_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c02b3ec-f8f5-31ca-8df1-5b63d09d2dc4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c02b3ec-f8f5-31ca-8df1-5b63d09d2dc4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c117012-734c-31a0-85ab-54279528755a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c117012-734c-31a0-85ab-54279528755a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c13e6f1-ab36-3f91-9a04-da02ca62f4f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c228c94-8d3d-3eae-a254-f962345d2bc0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c2b6c8e-3a85-335f-8133-8577ffc3c9b2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c2df205-6564-330d-a79f-680512e976b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c42ad86-5234-369a-8a6f-ac51f1a79c67_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c498bb8-bfba-30f4-b3c8-b371337ccc1b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c533a1c-bfed-36ce-91ab-6aac5a8031ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c60062b-03e0-3fb1-bde9-9b74405ac3cd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c640b0e-2450-3079-8aee-f1f70da82974_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c682340-08ad-3674-980e-d69109d4836f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c6a61ba-0483-3931-beab-be8aaec9aa29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c79a0bb-5ce7-3be2-871a-22e05a329b8c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c7a7536-905b-3c9a-8ed8-5c634525b72d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c88007b-1078-32bb-bad0-c3ae7095384f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4c9cc5d4-63f4-3a87-bc46-9342ef151d41_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ca9c189-e999-318f-8202-356dbc32de76_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ca9c189-e999-318f-8202-356dbc32de76_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cb2e796-8f7c-3072-ad02-47d668712074_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cb57166-4c0a-399e-910b-dd65a3b4728c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cba83af-06c4-3f22-ace9-42989a70a04f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cba83af-06c4-3f22-ace9-42989a70a04f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cbfc181-27b3-392e-a778-db1ceecad95a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cc43f8b-a6bc-32fe-b739-fd9e3202fee2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ccbf983-3f60-3d8e-a6ff-9a4e32a24836_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cdbff3a-871c-354f-a2e4-a24ddcc374ef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ce97a68-16de-37c1-8c84-1eccfa3548f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ceaa85b-4fed-3e74-9a61-1fecfc693b00_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ceaa85b-4fed-3e74-9a61-1fecfc693b00_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cf258eb-3159-3fdc-b7b2-6d349d8d05b6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4cfdaa74-c81c-37a8-90c3-f8983ccd449c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d00d106-30fe-36d7-9849-e6c6f28a388f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d15c37f-514e-3d89-9927-4c95cd5a09ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d165431-9a14-3a47-9505-f5152ee4b59a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d276f15-77c8-333b-b614-94af6de7c2a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d5eba31-73e0-34e3-bf25-5169ab048ee5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d5eba31-73e0-34e3-bf25-5169ab048ee5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d63801f-e7f3-304b-b62b-1ceed13023a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d6e9c31-845c-34e8-9ab7-878c92ef032a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d70686d-df6d-39d1-9e83-b1cbabc1e5de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d92d8c3-908f-3853-b646-e77fc0383712_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d92d8c3-908f-3853-b646-e77fc0383712_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d9340e2-7520-3d04-909f-d59275f6ee4a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4d9340e2-7520-3d04-909f-d59275f6ee4a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4da1af4a-fbb7-3b6a-b0b6-d89ee5ce5c67_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4dab8b2f-a0e7-31b6-8ef3-7451fa69b97a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4dacd45a-5f2b-3908-91f8-9e972992df29_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4dacd45a-5f2b-3908-91f8-9e972992df29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4db170ff-3b7d-3e6f-980e-7dea6226a08c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4db170ff-3b7d-3e6f-980e-7dea6226a08c_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4db170ff-3b7d-3e6f-980e-7dea6226a08c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4db170ff-3b7d-3e6f-980e-7dea6226a08c_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4db170ff-3b7d-3e6f-980e-7dea6226a08c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4db77731-25a8-3c53-af6f-e5a54df07db7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4dcbcf68-e46c-38bd-b14d-e61d29baead3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4dcbcf68-e46c-38bd-b14d-e61d29baead3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4dd0b36a-d8a3-3bf1-9960-1fdf661e0ec8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4dda2034-eb1c-392c-a0d3-ce4ba770126f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4de49ee8-eb4a-3fd7-90f7-4d7966aff223_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4de49ee8-eb4a-3fd7-90f7-4d7966aff223_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4de7bf51-0694-3a9f-ae15-23de505f457b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e040de6-2468-300f-aace-c835c51b65cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e1783e4-09bb-3f12-9852-8f4bcd8252b2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e29b213-b508-3704-afa3-34e3cb6eb4f8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e4fccf6-4c68-3f63-8add-c650dd2b7864_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e4fccf6-4c68-3f63-8add-c650dd2b7864_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e4fccf6-4c68-3f63-8add-c650dd2b7864_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e4fccf6-4c68-3f63-8add-c650dd2b7864_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e4fccf6-4c68-3f63-8add-c650dd2b7864_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e50f030-d317-3cb7-bf7c-8f8a9dd1f4f6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e59ecb2-cc5f-3992-9ca8-88285c33152c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e5b744e-991c-3dce-b31c-e55cbf69a8e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e64fc2e-f291-3871-94c4-7b2ecd77373a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e83326e-e96d-3e72-b25a-aacf57f7c9c1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4e8eeba7-8131-3332-9d7e-1bb72461bd17_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ea3ce36-8a0c-3a94-8a4b-dc3a2781c8da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4eb24d5d-18eb-31bf-82f9-e7c2b5e7a1ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4eb57254-d925-377e-afa5-694fd7f8abde_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4edcd500-b36b-30ee-ae77-98357b06dcee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ee8e4b6-80e9-38ca-aa97-67f796226441_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4ef49f80-6e58-38e8-aefc-8d1cf5180fcd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f02b002-9d86-3c88-a43d-8d1d010ba8b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f0352d4-a7a2-3572-a64e-5dd78e9b44bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f06adba-3e98-3cce-b79c-9024d2014b88_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f0f8ccc-2653-3821-a89a-e559f9d13538_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f2c2f34-025f-33d2-a840-ea1fe20192ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f32c862-a1c2-374e-aeac-25bf6bf4979f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f353749-951a-3452-9031-1ed77a5fcafc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f39271b-1523-36b4-a0ce-b3e8afda3d69_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f51cf35-a8a5-3158-a2ea-9b10be6aa84c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f5311ed-914a-305a-a826-0a56ba0e2d26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f57775c-d07e-3911-a711-18a0669ea9e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f592d5e-e7d3-35c7-ae84-e19494d19b90_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f733f70-8464-390f-9c21-25bca0aea5e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f7fe94d-2536-3e54-9419-29eeb8fffa05_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f809640-00c6-32af-9219-a2f01e18f832_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f8ab003-b9f8-3ba7-9364-fff08572b2cf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4f9a5d58-643b-3ec8-8cd2-c4d9ddd58cef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fa8e0f8-4d3b-3509-b155-5f8bb172c00c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fab3c81-bce2-36ed-ae45-d9c4d042b0fa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fb3ca9f-10af-3be2-97af-5d4b96cd34a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fb86604-3250-396e-be87-b1216a3dba44_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fbad9a0-10f5-353c-bf0e-f9aeaf49c106_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fbc63cb-c8a9-3f8a-a76f-52561b0f5d56_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fbdc2b3-9515-3dff-8771-0b36326d1dc6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fc2de09-12e8-339e-a8e6-422e9269e66f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fc73c89-ef36-33fd-a856-d32558bac172_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fc90a34-4709-367d-94ee-a8fa0b4e1bba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fccc8fa-51fa-3325-8796-0d49f1972f26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fd537eb-3e71-361a-9332-a62b2b6828f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fda7e6e-30ab-3401-b4a9-0d402ffd3338_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fdcfd27-40a1-3092-b2af-d55c49dfc45c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fe1c935-2380-3fa8-96cd-785e809e69ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fe57788-90e7-3d4f-9a1c-ec887a96f0cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_4fed0d3f-e279-3eae-b107-812ce16780c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50026556-1cb1-377f-9de4-fa61e8681bb7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50088eb8-0c85-31df-9fe2-c040c5381042_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_501d19b6-17b1-38cd-92ff-03cc1098b5c3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5022768c-eed8-3b0a-9be1-6112293c1f87_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_502b0a14-0ee1-36db-a036-01170cc76c30_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_503ba0d4-62c9-33ea-8dd3-7bf09b484fa8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_503f23d7-07b7-3d76-a102-886a0fa73861_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_503f7ba5-84cb-3aa1-8234-2ba066d4a98f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5062d1d0-1006-381f-aaf5-200b162d1c28_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50688673-9cdb-3c8c-af96-491b85b98c48_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_506cf7e9-0fb1-3f8e-9536-cbe6bcf24d73_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_506cf7e9-0fb1-3f8e-9536-cbe6bcf24d73_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_507cad2f-1a07-39d1-8534-78908efbc4aa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_507cad2f-1a07-39d1-8534-78908efbc4aa_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5082ad83-b912-38b6-b2ca-2acb076f5c78_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5087fe9d-9000-352c-9845-c1dccc48e9d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_509b7b36-66be-3b68-9bf0-49f94dde9c7e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_509b7b36-66be-3b68-9bf0-49f94dde9c7e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50a190d5-e578-3185-9519-bd8f117850b9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50a5713a-a8d7-3c8f-a05c-b4a1aaab1c47_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50a594d0-4747-357e-844f-a30c28c1c7c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50a7c4a5-698b-39cb-8356-a34c497b0959_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50a94608-8478-33a3-936c-37045ad8b08c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50addceb-3df8-3a6f-b3db-0fb733da22fe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50b2b20f-043a-3c02-8e15-b7b92d1be148_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50b41c3d-f201-3db7-bcaa-a1540bd2336d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50bb4baf-83ba-304d-8766-78eff5733e87_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50c8507a-9c34-3fc0-8991-6c699cf96eca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50cfca35-a04f-3892-afeb-a519da484694_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50d694ab-0814-36b3-b518-3796bf3d2175_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50df5b7c-16cf-3cf2-8a0e-20b297ef717d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e2c300-069a-3518-b62e-900e03139ed5_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e83692-385f-35d6-88ea-37da0999c3e9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e83692-385f-35d6-88ea-37da0999c3e9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50e9c566-c056-3bea-8b7d-215a5e1fadf4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50effe7c-c8fd-39e1-b081-70481039c903_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50f806e3-6116-326a-bcf9-52884ce7d419_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_50fc32dd-040d-3d25-a383-fb244995af87_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_510b687b-51f9-389a-a568-61038857fc5e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5111b30a-4bfb-31a9-b391-1d551e388140_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_512c2e8d-5690-3716-aeb7-5674364ba8aa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5135e9f9-f078-3f78-aebe-89ecfabf880f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_514c97df-3f76-37a8-8e36-d7ab6ac45195_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_515dacf4-c956-3584-b44f-d0cfb6f8de51_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51723055-4317-343e-87e7-1cd24368d427_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51723055-4317-343e-87e7-1cd24368d427_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_517de170-8806-38d0-92fe-da58b4a5b357_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_519820f5-2782-3aba-8d18-5fbcdde829ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51bdd892-01ba-3538-a4b5-4e8bfdc88296_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51bdf630-1b32-38b6-88e6-578962e50fac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51c106db-24f9-3a4b-a698-a83ed625dd7e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51cc0b54-4e7c-3dd4-8f24-bbfbcc1884ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51e57f8d-6c8a-3f05-8d5a-50e2c8f1a0e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51f06475-4255-300d-83ff-c383c4e7dc51_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51f823db-127e-3908-a1e9-debc1a83a025_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_51fde3e5-4a7b-37c0-a460-216fe6ee2645_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5203018b-5b34-37fd-b5aa-e2e65be6267e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5203018b-5b34-37fd-b5aa-e2e65be6267e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_520604f8-3a12-3c14-9e84-076c209b892f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_523542d3-eed1-310c-92de-1824b13f8a95_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_523c7694-1179-3daf-bfeb-a178064c4d74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5250e4cd-dc17-323c-9b7e-a20b335e570a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52772854-e553-3692-ad4c-84b0db79019a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52794720-d6be-36b1-8295-0f1fa1390549_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_527f61de-5e54-3b0b-bd69-d9a6b34bdc02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_528a057b-5e27-354b-9d40-a529623c8215_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_528a7c76-ecf7-34f8-8a6e-e4ef1b8eb3af_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_528ef283-0f97-3c56-8384-896c6f7ad618_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_529111ef-2de5-3b95-b13d-fd3f46014261_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5292db67-d65e-3f45-9075-ba6028c74f9b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5296df5a-6cb5-3cf3-a2c2-09b82f0be295_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5299dd3c-980a-30fb-875c-85b17d8bd27e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52a427c6-037c-3615-86b3-f54624294107_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52cc1815-c112-33a9-ae62-75c86c7fc66b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52dace4a-f85f-32a2-ad11-792ff73f3025_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52df0050-cb0f-3789-8cdd-a016dc0157b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52e56d16-b3d8-34a4-9605-21d2047ce2b9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52ee6845-215a-37ed-ae65-f37aa4894f2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52f5b183-a280-3851-b325-fb636a8d1104_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52fb10ec-f0d1-36dc-86e5-45201eb4e226_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_52feabba-54ff-341f-9a4c-f885064316c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53011876-b127-3997-ac68-8e848a30f83d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5304e14d-f00c-3992-8b79-735ca6f08e69_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5310a0a8-fd97-3682-8e66-702b52d856c6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_531fa1f3-870c-3cb9-afa2-f74425cc7f3b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53231d1d-c1c1-3182-b2d8-8b679aaa8111_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5324fe40-652f-32a8-9888-18f6e8fb6eec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_532ff115-34c7-34a4-9c13-2ac4ba3f39dd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5330b30c-7ca9-3375-bc72-652faa7c6693_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5339b66d-eff7-36b1-b35d-9ead2476f83a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_533dee31-dd75-35e3-9220-12e9e3b42c60_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5341d0a8-1c03-381a-98b1-a823ab2280fd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53425fc8-06d0-31a1-86a8-e54983d20afc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53425fc8-06d0-31a1-86a8-e54983d20afc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5342ba97-4537-3f0d-881d-f5389a5c63cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5368cd22-7580-352c-935f-74ae1a18c942_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5375fdb4-296d-3117-ad41-ad862555998c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_537d728e-4dcf-3d1a-8634-ad90cc2121d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5380eb1f-8a35-363d-bd9a-acd047d558ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_539ba730-1995-3baa-a78b-582d8d8711d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_539ba730-1995-3baa-a78b-582d8d8711d9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53b3eeff-351d-3230-a386-1e7a2afcc98a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53b924d1-66a0-3aa4-99a1-5a6e967abbb7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53c95dd0-a2ac-33bb-9363-ddd6132cd337_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53ceb587-972a-3a99-9bf4-bea968259312_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53e6d1e9-274d-3f39-84bc-12294ac5e9ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53ea629c-53b9-3363-a0b6-c6f8f1d40a6b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53ec97b0-d6bf-326d-9244-431702be5066_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53f180c3-6d14-3baf-abf9-733b99c60b3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53f2bf93-a8d2-3b8a-bd74-59b5a824a107_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53f2bf93-a8d2-3b8a-bd74-59b5a824a107_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53f2bf93-a8d2-3b8a-bd74-59b5a824a107_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53f2bf93-a8d2-3b8a-bd74-59b5a824a107_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53f2bf93-a8d2-3b8a-bd74-59b5a824a107_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53f3a9ac-832f-3e12-91bf-4f26e9d09f32_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53f5056c-fd2b-3395-8206-6e4f51c01cb0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53faa02d-ac90-3dc7-822d-3599b8a5ad0c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53faa971-78f5-32d0-bc56-a9c90072dcb1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_53fae110-cee6-3543-bc2c-99f9f20bfb0e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54005fa7-baf6-3671-a7c2-de0745883426_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5412a225-1e42-36b8-806c-7672204a400b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_541cdc86-c8ef-3143-b3d7-e0e02e470fff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5423ed72-d4f7-3c02-a619-c63921bf9f26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_542e7afb-809a-3d2b-8cf0-5d84a8e567cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5441d1a4-8daa-3b3a-a88f-1ee4bf85dc11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5459d4a3-5330-37dc-91c1-711028c49c3f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54731d56-6704-352a-9fff-749ad2989813_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5478bb9b-a566-3768-b5a9-0e6fb4b045b6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_549e0caf-6c1f-38b9-825c-7abe9f3b1970_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54b220b1-2de2-37ab-a21b-9742c5191c07_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54b51fed-6ac3-32f9-b6fa-17e9f51aeb50_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54d0da62-8b44-331e-b1bf-b67533e75453_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54d16cd3-20bb-33cd-bdae-6b10a3355e31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54d95a00-0d87-3bb4-8987-ea1027b409a3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54d9aae9-37c1-3779-b300-70ed2a615564_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54e3d18b-7e17-3ee5-91f1-d4bfc68eea6f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54f2ff04-7e3e-3449-949f-fa518d8f9c29_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_54f2ff04-7e3e-3449-949f-fa518d8f9c29_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_550cf707-5851-3bba-90b2-cd2f1e74f61e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55170643-2b3c-3d63-8795-c52feca58032_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_551719ac-eba1-356a-a249-a7083a904085_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5517d56a-686b-349b-83da-88280499288a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_554021e3-d125-30c2-93c2-dd76d56aa3fa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_554932d2-d76c-3f0d-a027-97983e6e5cb7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5553a432-76ca-3dd3-9ac7-f27534282051_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5559f791-9e01-3cf0-98a2-ed6edfbf66c6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5563b6fb-b889-3885-8f73-ff61522c1d86_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_556566a8-cbc8-3021-a622-765e83f577ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_556566a8-cbc8-3021-a622-765e83f577ac_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5568582f-ca41-3475-866e-b690e44a99e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_556884f3-06bd-3abb-9d6d-4620cb019772_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_556a381d-ca21-3878-87eb-dc841dc8eb4b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_556b82bf-e57e-334f-a245-9034700af5c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55a1c068-9a9b-32bc-a78d-29f3d85109eb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55a5d3f5-7092-3659-a3dc-668eccf0b6c2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55b1dafb-5e42-3007-a881-6fa7639f9281_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55bc1a56-92c9-3d72-bf8b-a329b93a6348_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55c4afc4-3b75-3dd9-8528-47dce6dd787e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55c66227-3303-3905-82bb-5fd82e9e7db2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55cbacc4-1ded-3670-ad64-09eaff21b2ad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55d96fef-1947-3aef-a7cd-3d4ed6901dc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55de067d-c1fe-3985-bf17-3f483d7b678a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55e8c1f5-8cee-33b9-a54e-b31a41878015_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_55ef22ca-f400-3be7-b9bc-8c9a7f8102fc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5609d243-1209-3813-b91e-51a7d15bd928_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_560b67fb-578f-393d-844b-a6daf495570b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_561b7286-ebf2-39b9-93dd-ca4a59947f18_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5625d6a3-f257-3c54-b1e8-19bbb8384bc1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5640bfb6-dfd5-30b7-865d-b2622d7e21a8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5641c42d-53d6-3671-8d01-18a1f6f4b4bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56446015-78da-340c-a0bc-0757e414ad75_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56446015-78da-340c-a0bc-0757e414ad75_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5649a63c-3ac7-3147-8580-32debbc26091_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5659a0e9-54c5-3eb0-9aa1-1d348198a5b0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_566920e1-aabb-327f-9430-832a93247aa7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_566920e1-aabb-327f-9430-832a93247aa7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_566aecdb-d640-3208-9e1f-b1027b43c9f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_566e1476-7dea-3b1d-8831-09842af5ca02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5676af80-315c-31e8-bb45-bf4aa145bb26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56969554-4964-3d9e-82bd-2442ad405b0d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56a2cd88-550d-37aa-8578-36c9f5d7add1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56a6e21d-04ae-39c8-9d94-987ee76c6d10_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56b90517-4753-3801-93de-41082c59ea30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56b9364d-7b1b-36e4-8911-b5c743b43136_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56ba3d24-e869-3eb0-8adb-6c59a4056571_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56bf495f-8acc-31d6-93d7-7669f185c3d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56bf495f-8acc-31d6-93d7-7669f185c3d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56eb3872-efa8-3cf1-96d6-7dc709843857_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56f5c8e6-e16f-3c1c-9ee1-82c3f8eda652_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_56fbf2be-1b50-341e-bcb5-bf1b5b142114_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57063da8-844c-3362-8b7d-09ca7c7b54a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_570f5ba0-16e3-35d2-b899-2c183682977b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57162fa3-caf7-3b39-bff8-1c30ecee9eed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_571ea2f0-8a39-3a40-a185-1e997b4c76f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5724466e-87e4-3ca8-b366-8f796850a329_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5724466e-87e4-3ca8-b366-8f796850a329_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_573bece1-0f6b-360f-92b7-bd8e714cec5b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5740eecb-2df1-317e-890c-cc457c11ba49_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_574304d5-1689-3ef5-a0f6-9304371f82a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5749a56b-7767-3cbd-af94-61ab79d9e8f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_574a5329-8667-3176-bae1-fe23e07c78b0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5763395b-47e4-30f5-ba16-328306e9bd0b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5763395b-47e4-30f5-ba16-328306e9bd0b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5766a9e0-7f1a-3644-af34-3915a9dbdce0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_576c7a8d-04d7-3d38-8b7e-0071b8cfd23a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_577c2977-4476-3a17-881f-e98516fd92c3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_577da1dd-c71d-3f32-a9b8-4ab565ca4a88_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_577da1dd-c71d-3f32-a9b8-4ab565ca4a88_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_578f3024-e906-3e6b-a27b-cc811333b21c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_579cacfe-2feb-3dab-8c0f-9b3dc3340cc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57a450eb-09a6-321b-be01-e3450f2c85d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57af893a-314d-3e10-8984-6bfc42df404f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57b25f44-063e-33a8-b2d2-111b411bf72d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57ca4119-a972-3f6f-b54b-573257624eb9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57d8b983-6529-34e6-92b5-5cc6ee62a4df_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57db8480-c166-3e3b-b6dd-d5ecbdb1d974_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57db8480-c166-3e3b-b6dd-d5ecbdb1d974_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57dd9227-d125-3316-908f-be5983f2fff7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_57e7485f-22a6-3465-bfa4-375cea92e35e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_580ce9e1-c02d-3e7c-b01c-688ec67978e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5818692c-6ea5-3073-8344-16273a9145a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58219490-63f4-3fc0-a2b8-e4e02780ffd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_582bc38d-c9d4-3b26-b21d-8ab621924085_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_582cfa83-24fa-3a60-a1a6-daf3dcdbb045_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58388243-40b8-3dca-bdd7-91bb34d016d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_584032d8-92f8-38ea-a475-acac23a97920_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58654037-1bf3-3f0a-a521-3676fff65f68_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5872de60-775f-317c-b946-92c1a35fbe11_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5872f0ca-ed74-3f4a-9600-a62fd53075b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_588059a5-76ff-3625-915c-648b91c040e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_588059a5-76ff-3625-915c-648b91c040e8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_588a17ef-44b1-3faa-8ac0-8dab0b551960_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58902d67-15c8-301f-9709-973557609ed3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_589c6513-9a84-39bd-898a-485d82093f69_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_589ff21b-1bb2-3e9d-bcd0-ba5689b394b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58a0e39c-e92c-366a-b078-b1d0dace482f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58a1992a-d462-37a4-801f-9000c4405fc2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58a1992a-d462-37a4-801f-9000c4405fc2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58a41d15-889b-3ed6-b169-8158506836ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58a5824b-ff21-34c1-8d5c-f6e3aa89fdd4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58ccdc8d-0e90-3306-a158-aac8b0ecd324_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58dcdd99-9a71-3e71-accc-b009495b9de3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e15c1c-c254-30bc-9fd8-61f6f888f0a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58e9ea67-c025-33d4-9592-60487d17310c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58f2a123-e4e7-3d12-8ee3-b2c8083a0216_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_58f2a123-e4e7-3d12-8ee3-b2c8083a0216_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59097312-4dae-31d7-ad17-6262775cd41e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_590e8360-2b70-3130-86fc-de8d31d86510_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5910570e-ee3d-3166-982f-c18bf1e99840_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_591a2081-7a64-37d9-b164-2bc49aa48344_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_591a91d1-31dd-3e77-bf11-49c2ffc1f07a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5943e7f7-6334-3eb0-a81b-030a464c1049_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59759e94-4cd0-300b-8dba-ce608965ce9c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_597dde33-c5c5-3bc0-a1b9-4d28dd5ef8bc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59841912-ab26-3288-9962-5dae8ecbe427_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5988a2cc-16b4-32b9-ba00-c66e8cd742d9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5991db1c-f745-359c-bd4d-745a9922b3ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59a61bb8-f669-3e8c-87dd-1b71878e112f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59acb108-f3c1-3967-8d5d-6bb47fdaa7b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59b24a85-f3cd-398d-a9d4-2e5d5764f638_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59c2f77e-eb9f-3eaa-96a7-0556e7d74778_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59c2f77e-eb9f-3eaa-96a7-0556e7d74778_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59c6b9c5-b269-357f-8559-c0c41c4a6ba5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59c9c894-dbca-32a8-a95a-9be0ac2adddf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59cdf3da-e95c-3ee3-a4e8-a6b78e5b4c38_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59ce3838-135d-3d2e-a7d8-9a01479a120e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59d422bf-8073-30f3-b6d7-bd27dea2aa14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59d8f949-5ea4-34a0-ab05-6770859a43ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59dedb51-9ea9-3449-a69e-3e71871e05de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59dedb51-9ea9-3449-a69e-3e71871e05de_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_59f19502-8057-3ff5-ad3e-f2b864e63147_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a183085-c58b-318f-8e0e-b031aeab739f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a2dd57d-ed6f-3c18-974c-d25c0af779a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a2df2e2-f737-3bd8-901c-a0ab68c5d97d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a2e167d-41dc-382f-b0ad-8b4ac603b2a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a48e8be-ad8c-3796-beeb-6adb830f3bbb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a5712d7-7d8f-3eeb-95e1-aac737477c02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a5e23c1-071a-3d26-bea9-78e768e30abe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a5f8a9a-28ab-3925-bec7-f2e4fd8fcc20_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a7bbdf6-0fce-3434-93e5-652f8f1928e9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a7bd14d-cc06-3e24-aed0-a7f94558ddb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a7c72b7-e59a-3479-9f18-4875df18185d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a9085de-cac6-36af-8e65-aea02cd803f3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a9656e0-a93d-3cac-9b21-ad5147057ca8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a9b7257-d4bf-3cad-8e10-0fe17830ac7c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5a9bd961-9abe-304c-9978-9e5571fb9915_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ab01aab-d3a1-3221-afe0-89e78ba57f56_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5abaab6c-9674-3ba5-b9dd-68c8e2dff13f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5adc3d42-da79-3395-9251-59763e5f52ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ae0cc9a-c52b-37a6-aa06-e549ef44f9d2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ae904d1-be71-35d2-94ed-e494bb2ff0ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5af3618c-e339-326e-bfc0-5250bc5e188e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5af4f5d3-8656-3f44-88b8-fab708801e27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b0c1f21-fca8-34e7-ab95-3d45450b3d9a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b1c5519-abb2-345f-8e90-b49cbca431a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b35476b-09a3-3fdf-b8e6-f549a19b9525_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b41125c-c389-344d-8a62-482dd2be58d0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b41125c-c389-344d-8a62-482dd2be58d0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b457b5c-0b6f-3fc9-8669-571737b0ccfa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b51031b-7aae-33aa-a5ef-7de1e75cdaca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b6e33cf-6aaf-369b-b54f-b5059c2f767f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b7042f5-eab8-3ec4-9fec-8b4841614098_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b75c0f7-d632-32f5-a164-5fefffcdb72c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5b7ea974-b21a-3f7b-b823-4399b0b35b1d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5bb6354f-5ffd-345a-a769-4099f4abf4f6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5bbccaf0-d909-3ecf-9504-86857576bd1d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5bbfce55-351b-3012-9ace-471e6a23ebd6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5bbfdef9-0cae-3c13-a8f2-78ce35094673_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5bcb5b2a-51f4-3f77-a74c-4181042eacb9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5bda5723-0537-35b6-a54f-d54297040e81_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5be239d3-1161-3570-b4fd-f4ae4b0abad9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5be4cf5a-2cb8-3a3b-a0df-babe64d7ba6e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5be4cf5a-2cb8-3a3b-a0df-babe64d7ba6e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c0669df-884c-3fa9-9f01-1294727ffe7c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c0c5a40-0435-3e4f-a568-a63671ad05f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c11aa40-27f7-3145-8d6b-1827f6a7ca72_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c1a7801-7933-3827-b2ae-cb6a9d047964_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c2544e0-748d-3777-b3ea-dac320cfd934_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c27ff1a-a322-3efc-9531-d9645abc8d49_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c29119a-12c2-3b85-ba19-19af6c26a5b8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c3431e0-14e2-36fb-ad0f-0a7e98834d75_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c4c4412-b815-382e-b3fe-db98a547aa5a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c50739d-c6e4-3935-ae19-65e6e7ba03a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c558051-e5dc-38fd-b165-e8650e150124_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c5a58e5-deb9-354b-99a1-78196bcbdcac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c620df5-e3b1-3a87-a1f2-bf21780165bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c660ff3-d2f8-3139-b4e1-a5a302cd18ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c79ca04-adfb-3d21-9d86-1e548c71040a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c8bb331-0ca2-3ecf-b8eb-e08b6efb6126_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5c8f5c35-1f3c-3d3b-b28b-bd4cc9a2dfe7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5caf0513-0500-3bee-bc3c-8019fda2739c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5cd1ea09-77dc-3a75-ae25-8d05a7ad7d02_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5cd70f58-f965-3119-8791-6f0523e03e47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5cef4a25-f2fa-3331-a83b-df29e78567e1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5cf06300-5054-3650-ae68-c4f510f52ce6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5cf1f7f2-3776-30bd-b972-3046d0721eba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5cf4f728-52f6-3e0b-8f00-bbef52f6b70e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d0321f3-8e22-3207-8f53-546f806e986b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d130a0a-23ce-3bfc-b53e-a72aaecf6cbf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d28982c-6505-37eb-8549-2dd1f4ab2554_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d2a5cf6-d1f9-37b6-ae9b-961b8c62ba46_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d2a9414-b400-38a7-8c92-1447f28209b6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d2b6794-cad1-32ca-a1bd-3505cde52a30_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d343867-aa2e-32cf-95a9-a16e24f06db9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d4b01e4-d818-3e57-ad89-47efeb09555e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d5107bd-52d0-3cf9-bd81-859383aded20_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d71b5d8-9543-31cd-aa15-4a9f3092dc09_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d82c5c0-81d5-3da4-8da4-d91895471d63_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d8b217d-84d4-38a7-a9a0-d940e7e566ee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d8bd66c-bae1-3ad7-984e-faa158a98519_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d8c07d0-d94c-3a00-b889-f90be286d7a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5d8e2fd5-ee7a-38fa-9ed6-f4b111fec055_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5da1ff94-fca3-350f-b9de-db4e1828f074_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5da2db77-f436-3f27-891c-1dfdc6336e0e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5da465d7-b214-3477-81c8-82d580f13842_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5da8b604-3527-321b-8e2a-ccc5dd503e05_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5da8ec6b-0dbe-39a5-90ea-08553b9a8df0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5daf4e42-3b98-339a-9434-8dccc3586c32_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5dd0e5a8-ca82-373e-9f99-f56466a0140d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ddadaa5-7ee5-3063-aefd-00ee6cbb7c22_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ddfd49e-a38c-3b49-bb36-ccdd80bd5ff6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5dec43bb-4d81-3643-bc4c-b5beeb9cc628_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5dedf04c-e543-3bcc-8000-11577d21832f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5dfe6ae6-e1d8-33f7-bdfb-7d6073216bf7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e0577ca-0afd-35af-9280-6097845f0698_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e05bcdc-c228-385c-a1d3-b0d3e58e251d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e08df60-931f-39ab-828b-e8f306a2c1f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e08ea1a-a616-3b84-bdec-68182eb96b2b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e15fbf5-3648-36a3-ad90-d8f0cbd6cdf7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e16db0f-09b5-3b51-87f9-0c86800f032c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e272e38-a73f-36b9-aa4d-80d0d6cdc9d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e3a6ca1-4e89-3fdd-b50b-fe4b232543ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e3a6ca1-4e89-3fdd-b50b-fe4b232543ae_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e3a6ca1-4e89-3fdd-b50b-fe4b232543ae_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e3a6ca1-4e89-3fdd-b50b-fe4b232543ae_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e41d546-8a9e-38b6-8a8c-d42e335ef88a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e45ecb2-c859-3573-9a9c-a332cad233b9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e4ce14f-5c38-3f44-a727-fd19ba8d457d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e587146-d5ca-3575-bb1a-6ac6a5ec24bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e615ed8-8f04-3b85-bd9a-02f945ea1de1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e68eb61-a1bc-310a-8019-14d139056842_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e702350-6260-3e92-a883-388da0793725_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e75f86a-30e0-3d83-92d9-fdf347fddf83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e7e38ca-f90c-3a33-9515-8c20fdab7017_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e7e38ca-f90c-3a33-9515-8c20fdab7017_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e8571ed-ffa5-38fd-b16c-ffdd38cfa998_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e85ae6a-531f-3391-9b86-1830d61dac2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e89a07b-6d0e-35c8-92ad-83911fb5edc9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e924461-45b8-3833-8203-66daf204f2cf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5e9d42c4-95c3-349b-8683-2587d9f1040b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5eb344d6-150f-360d-828a-f8eb8f9042e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ec8e85e-4c81-3d6e-acdc-fd75c7fd6c9a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ec8e85e-4c81-3d6e-acdc-fd75c7fd6c9a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ed3f17b-4e4a-3c9d-a7b1-c410426b8f69_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ed7a8ab-ca73-31dc-802f-40d02288b36e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ee0fad8-38fb-36bc-b1f7-838ec2439dd9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ee3b8c0-8957-3c1b-ae90-4ca80f2796b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ee3b8c0-8957-3c1b-ae90-4ca80f2796b7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5eea231d-4e1d-3345-8417-c380db7dc54c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ef5ba2a-08b9-3e1a-a29d-a33aa895095a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ef5ba2a-08b9-3e1a-a29d-a33aa895095a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ef7b324-b26a-31e1-ba74-66095c983763_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5efbb8a8-521c-3370-88b4-7a54d200e0e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5efeb36f-e56d-34f8-844b-d951a440e2fe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f04b1e3-000d-30fc-b14f-99071708c4e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f07156d-56c5-3863-9531-8cfa2870dffd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f13dc76-c409-3f8f-bb11-e7b5368cb5cf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f2799e0-a3d4-32b8-b539-c157abf4f848_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f2d3ede-337a-3c2a-9048-d73c4c31c292_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f2e79f5-95b2-3a6e-b86c-0f902beb20ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f52dec6-4d3d-3f2d-8b93-06a0345e7fab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f568d5f-2c79-3203-8c6d-cc2f115eef1f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f5d06b2-d24b-3a26-8bcc-f2e3dc65032b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f6178ed-e84f-3dc3-81e4-d9a3b7b6226c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f644fdb-727d-3875-8fef-6227e5a80f32_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f73448a-d0db-3e8b-8bd1-9d0a692554a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f8d8657-e85d-3205-8322-ab7db50b55a0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5f986c23-264a-3ec5-9453-6cd98d7ae25d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5fa3a58c-0ceb-3e8e-9602-6133ef3b2e9a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5fb9b564-3aa0-3605-a117-25173f6144b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5fceded4-4448-3b08-8d9b-37ee889f3779_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5fcf3400-8812-3f25-be17-0eff9c6415e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5fd3ce72-43dd-31c7-87b1-d90c69c409e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5fde9af1-a6c6-36d2-8103-a63e69546223_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5fea1fe3-1b8c-3994-9731-d125c097783b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5fef2936-43bf-3ef0-b3d2-332adaab0228_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ff0b879-e32b-3730-af66-90a259306f76_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ff0e16a-bb22-3293-8272-9b56a1e0d10d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ff18ad2-0af4-370e-bbc7-025b7b433772_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_5ffda9fb-6887-35d7-80bc-e8612fcaabc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6004b87b-6b7e-3cc6-8e69-bf28d346b8fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6008f732-9a77-3abe-add4-4dd2fc1cbd5d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_600d4aa3-d7ac-3d5d-96a7-4263d0dc2410_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_600d4aa3-d7ac-3d5d-96a7-4263d0dc2410_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60224ca9-ab97-3bfc-9658-23d8d1fb410d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6025033b-20e0-3c54-bdf3-461a8a8eadc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6025033b-20e0-3c54-bdf3-461a8a8eadc0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6042fc58-b3c3-335a-9d9a-9f97a157744d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60474ed0-6e0f-3aa1-88ed-387a2b262ab5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60500604-c129-32f6-a42c-00180ce9b496_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6050c9f4-ded9-32e2-a11c-bfc9a45fcae4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6050c9f4-ded9-32e2-a11c-bfc9a45fcae4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6053c7c8-8cca-3189-a979-e683a902574c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6055401e-c581-3536-b49c-ac1ab88c60a0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_605afca2-4c32-3aa8-a95c-734e5a8e222b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_605dbe94-5c20-303a-add4-981e6f6ca8ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60637d40-d064-371c-901b-056d0f40f54a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60787fa7-4ff0-3374-bb54-80a4230e7406_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_607db142-9c38-39b0-976b-8d03e77ed135_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60920b4d-9129-3ad7-a680-1c5a16f26cb2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60a4da8b-f109-34d8-b536-ad36d2979099_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60ae3b70-874f-31ea-b2b8-cc8b69393e90_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60bf70f8-e420-38bc-bfe2-4d926f94f5ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60ce1add-64b6-382e-9d85-44aad29519e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60d2d8df-4d4b-3cb7-9201-75d4772389f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60dddabe-397f-35dc-bbd8-0af74176719b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60e12335-2e1f-37db-bc4e-983b3d12c4b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_60fb9de0-28b8-3ffc-a57e-745ecba32243_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61006731-a380-3cba-9b91-6635412d9acf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6101921d-b0de-3d91-b0ac-3a21e9d424d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_610213b6-6716-34e1-8b7e-cdf9b09d4be6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_611f2276-e0f5-38d9-a149-168e98d85e73_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_611f2276-e0f5-38d9-a149-168e98d85e73_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_612bd24e-b577-3a60-8d7e-88c1a8fd2eff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_612d925e-80b8-3757-96f9-2d2632f35c91_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_612f6ba6-cfac-3455-a309-678dbeb36b8b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_612f6ba6-cfac-3455-a309-678dbeb36b8b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61385348-938f-3dad-8ad8-3c9ef875cf80_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_613e0719-2a43-3912-a20c-5162c50f39e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61403e3d-2850-31cf-9db1-fa4cd3edef22_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_614bc22f-ec97-3f3e-82f9-afce14935f52_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_614fa4a9-b77f-32ff-8632-891e10edcfbc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6152d6f0-5710-3b2f-97a1-b7274ae47e07_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_616564d2-6d06-34f0-8759-bfaf07409280_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61731b4c-bf98-3571-afc3-857ec1f6483a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6174475c-7f8e-3c7a-9772-76ba5f19c70e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6174bd1e-7425-3dd7-82db-929c6f93070d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6174bd1e-7425-3dd7-82db-929c6f93070d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_617c1f1e-f617-3a25-984f-2d16a6b34865_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_617de823-b8d9-3bb7-aba8-a1d7390c7761_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6195e82d-5f85-3b25-b079-41991777047c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61991b15-b7f6-3e12-9be6-10dfcb13fde4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_619e4ed3-5e32-3b0f-ad54-f5c2a549c13b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61aca694-644e-3200-9eb3-825b64ae0b5d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61af4a0a-31a3-311b-8b10-27772034658c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61d8ad50-c7e6-30c8-bb63-cb5b98242417_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61dc89d6-3a47-327d-9d27-909e052bdd72_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_61ddd43f-582e-310f-a7c5-8202f61eb9a2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6200d4b6-7fe3-3721-91f4-4a4cb65523c3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_620b2aeb-96d8-3960-83d7-17d3bdb9a479_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62134888-0a89-3c2d-b244-2139a1c23dd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62171d9a-0375-30d8-b889-e5154e85fdea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6219522d-3cd5-33ae-8861-f6157fa994d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6238057b-1688-374c-a1d9-9c28f301bc5a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_624abf74-2722-3356-b189-a73896b42398_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_625118af-3399-3228-8424-b0e1b305e8e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62606238-b2da-30cd-96f5-52b3df8745ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6261ffc5-a99c-3d52-b5a2-a96c783555c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6262e531-cdfc-39d5-beab-c291581dc821_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6265de53-9812-3979-a87c-77d4c9395a38_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_627e4e5c-32b3-38dd-9171-f496158dfa8b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_627e7023-eb3d-3b5e-8998-8020dc7bb588_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6281a21c-1f2e-3934-9625-7c220f653b08_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_628b1c80-a641-3c60-af54-ff5dfb5dd8b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_628baf1b-8931-38c8-a090-fd74260bf341_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_628d25ff-fdbf-3227-8e46-14cea8b7e340_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_629da9c0-745e-3dc8-a873-35867d7a7335_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62a521fe-8ae5-3c7b-a786-14fa0aa6c8ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62a56be6-9511-31be-b6ea-2fd5c9ce6536_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62ad484e-e885-36dd-a266-e69699059f53_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62ae676b-2c45-37e6-a221-c3dbd5b5811f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62bb065f-e0df-3c65-ad38-dfbc122437b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62c4437d-52c9-3526-9051-0e95fadb75f6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62c540da-eefa-38e6-9e5c-f058543968b6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62e07bac-1692-3adf-989a-e14ad18fb454_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62edac42-18d6-37b1-9ce9-c8efbb022750_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62ef8c25-d8fa-3189-a016-c8d0ada3b67b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62f65fd2-5b9a-3e01-b0d9-6aa1b15cc53f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62f65fd2-5b9a-3e01-b0d9-6aa1b15cc53f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62f985d7-5b32-32b2-bcc5-1c7ab222ad9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62fa4c5f-85a8-3a17-a128-ecdba830c199_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_62fbf6f5-60a7-34a3-ab1c-09f3d3a7496c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_630aaf9d-aa36-3b2c-a6c5-4c8a22f081c1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63117fd5-e6fd-3bb3-9849-84a50bcc60b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6311a22d-c67e-31a9-a730-c8aba48b2a73_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6311a22d-c67e-31a9-a730-c8aba48b2a73_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_631222e2-a3fb-3e56-a74b-843573bcd36c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6312be49-8ce7-3cb7-befb-38a819bf351d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_631bcbf1-d92e-3e21-bd7c-04e5cc74d714_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_632d0217-f3a0-3b49-bd2f-c8384a219841_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6337ff40-52e1-3f0b-b721-ef09b5b6636a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_633d68b3-2503-3c9e-8bd8-803bc0c3e142_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63502237-dbb0-3228-82c8-2f5e1b6c1988_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63593cc3-7515-3773-ba4b-62e4a6bd2d83_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_636693c2-058c-3227-b352-793138ac2306_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63683991-4768-3227-87d6-436e2949c7fc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_637b079e-5a69-384c-ad9d-52e12d47d3b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63832255-699b-3892-817b-34f62ca3bb1b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6386730f-0fba-328f-89ae-b2cbf596e871_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_638a221b-b675-359a-b93d-d730263bf585_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6391d323-3303-3f9b-b832-edacb6a20755_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63a4319c-7c23-3a88-a2e7-ed299f4cd5a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63a4319c-7c23-3a88-a2e7-ed299f4cd5a7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63b8b839-de51-3bc7-a295-169fd76c3904_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63e0d8a2-0a99-30dd-85b3-8e00f519e0ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f0c3ef-c2a4-330b-8859-6f77788f7369_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_16_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_18_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f227a4-2803-3277-bca7-e8fbe9570028_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_63f48446-16ec-3a22-a067-36781da9a66b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_640055d0-35e9-3aa2-8d91-65bdd50e446e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_640a2bcc-2752-38fa-9a4f-f77e824bcaf2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_642adf0f-2455-3815-b06b-dff9991fe2d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_644646b3-8207-33c0-a90d-09c0b6e9ab70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_644cbe0f-8662-39fe-9fe5-a88e6b68174e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6450d9a1-46a8-3658-9f3c-69faad9fef62_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_646421c1-cf87-3546-9a41-359959089762_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6465ca9a-0e83-3304-bc9d-c5a3125a5d04_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_647b1b52-7b4b-3dc0-83c8-2ecc99f5af7d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6483cc94-3893-3e58-909c-ca27e4451401_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64925918-b118-30fb-a2c9-d96225a2a60e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64b2b818-b6e1-3f6b-b3f6-9c007b96a3ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64b2b818-b6e1-3f6b-b3f6-9c007b96a3ce_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64b3f022-d871-34c6-a033-1485d664329f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64c607bc-6d5d-390a-b263-b7ee763d4d33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64ce2664-3d9f-3b5c-b77f-6ce34913b866_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64d85759-f707-3bf1-bb7a-2c2a006e93e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64d86a3b-c9c7-36ee-b0ee-dda2e5d0556d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64de6be3-4f3b-367b-9b70-a464e01ddcfd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64e2663c-30fe-3491-9645-84642564ef6d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64e2663c-30fe-3491-9645-84642564ef6d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64f13077-8533-30a1-90c9-9006e541065c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64f406aa-6e49-332f-a8fd-d3cc44a30da1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64f93cc0-def3-3f61-932d-986a5bca10a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64f97fe3-7b26-32d8-8e86-b2732c82279c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_64fc6475-a83b-3aed-b2a9-3175cf286747_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6500a00b-d983-34ee-89c3-d53c976e82d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6500a00b-d983-34ee-89c3-d53c976e82d2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6510f177-c160-30ac-a196-31565d6a529c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65184379-cade-39cb-bac7-2735bf69637e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65184379-cade-39cb-bac7-2735bf69637e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_651ecf0d-8727-3f6e-840f-dce9ff0f296a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6522574a-3825-301a-be18-8488d995a239_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6524f993-977f-3b05-8421-6f0f1cde507e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_653a69d7-0f82-37ea-8620-342b6c656eab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_653b1323-8f40-3fe7-a74b-f99390ec3f6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6540bd79-ee46-3d57-b928-6ae4ff8495f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6540bd79-ee46-3d57-b928-6ae4ff8495f7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6542f8b7-ebed-3405-8844-76319d5f3557_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6543abc0-5bbe-3fed-b3a1-6f3257641422_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_654ea697-3cd0-3456-8eb9-0d4b11556ed1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65521de2-4e29-392f-a110-c614224fba3e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6557636a-5265-3884-98c6-0f11ee88be4c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65576b60-a4aa-3f16-8bd4-72d69197bfb5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_655ae0cd-5087-39c1-bd7d-3a438c17245e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_655ae0cd-5087-39c1-bd7d-3a438c17245e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_656a8f2f-4191-31b1-9ea4-c89a7eba9d9d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6576b8e5-1100-3330-b913-8ac69575ca0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_657d315e-9187-3185-99dc-4564ecf8eade_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_657f49ae-3603-3c25-b6c2-e0d7c16907d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_658d651d-1d57-3506-9f86-21f4589b75f5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6590483f-f2ad-35db-b71b-e408b63c1b7f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65a23bb5-0832-316a-9d84-50e6c54f2899_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65b29a47-55a5-363a-9c31-cbfcdd11d6ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65b2bbe2-0bf8-3a58-b07b-2143f0657109_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65ba4504-6145-31fa-8fa7-4978d10b75d7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65bead72-ca8c-39af-ae6d-a4efd9e59a62_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65cd313e-1771-3dea-9e90-5f7cfa3702d8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65cd313e-1771-3dea-9e90-5f7cfa3702d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65d10775-3bec-32a7-9559-fdbddf44bc83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65d34738-1346-3f94-a7c8-24066ff9cbbc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65e3e02f-426d-3a99-95fc-8ba1300b7367_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65f50533-c5a9-30b1-b0f0-fb401bbacafc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65f50bce-cebd-3a47-9ac2-94e977099505_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_65fccde5-72c0-3533-abf6-48406a1a6b78_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_660106b2-c7ec-3170-ad3e-2d97f0c2e0c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_660868dd-af2b-3ea5-a5fa-d954cf52bc31_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6609977e-6622-3470-a3f7-4ed5b0ad10ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_660cfb93-14f1-3372-b3e1-d3589da88594_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_661a557d-487b-3ce5-9a6b-da0c30c949c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6621c7b3-2894-3fd6-b714-340456dc4e89_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_662a65dd-f0cb-3c9d-b688-4af6f2b02ab3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66364ccd-f6c3-3dc6-bb3c-4214e7a1b744_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66427516-d2ae-36a9-a016-52a4f7879695_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6653c739-6f1d-341c-92ed-88773683271e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_666175fb-0a47-3fcd-a126-17e9285d8fb9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_666bfb09-c69e-38ae-8579-c807c500351b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66753bda-fd9b-3f6f-83c5-0bb62cc77b9e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66753bda-fd9b-3f6f-83c5-0bb62cc77b9e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_667a7f55-7044-3bc5-a962-b0363a3cb118_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66800210-c6e9-333a-bc2c-46c52e4687d7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6685682a-1781-3586-addb-90cb6175afb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_669f6437-0b5c-3598-9d89-9c56dd756186_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66a63940-8252-3f15-aab4-5bab475643c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66a7f0d7-c6a6-31b4-afed-5fd342851c91_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66a9514a-bab3-3b14-a127-8ada0b30b783_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66aec3a2-792c-38e2-95b6-1abf96b3f1a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66c68797-f976-3d8e-a49a-c383c2091968_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66cad038-4e5f-3538-8727-88d16955eb92_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66cd8a7d-d9c0-33fe-8c8a-d1b9ef7e4cdd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66cd8a7d-d9c0-33fe-8c8a-d1b9ef7e4cdd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66e5d899-ab41-3dbd-a03b-fd966fb9c422_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66e990e1-671d-3eda-bfb7-a5a7a81d16a6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_66ec8042-0712-3e28-98c3-1e6473188623_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_670cf924-3f9c-3249-861b-1769d29c9ef6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67328a68-ca49-38e8-93ac-ac0fe82841e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_673b7239-b2f7-3b0c-99a2-235910a6f4c7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6757e45a-bd4e-3bd5-a320-ad7fba0f834c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6757e45a-bd4e-3bd5-a320-ad7fba0f834c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6758fab8-26d6-3bcd-a6e9-7479dad4ffce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_675f67ed-8276-3973-a8be-21ecb554d8d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_675f67ed-8276-3973-a8be-21ecb554d8d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67603b1c-691b-38a0-bb61-9d8e1ff204da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6760c0ac-6efb-3a70-be18-c24bca686f78_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6763174b-8870-3563-aaa2-a22a1d743c09_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6766ae2c-44a1-31f9-8433-c66395eae728_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6766ae2c-44a1-31f9-8433-c66395eae728_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6770c260-9cff-3651-a146-f1bdd56842ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_677effbd-b759-336e-8f99-4a207433eb14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_679c8adc-ced9-334a-9f9b-ea23f7ffea5b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67a9c62f-40c3-31df-af96-2df2e1c0107a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67ac201c-58d3-3aeb-a582-65a89c930312_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67b4cb84-7c0c-33ca-afa9-c1bb463f6beb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67b598db-cfe4-34d4-bc69-e7e5f0f1eecf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67c08632-9646-3e66-99e8-4bb4c1524ef3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67c08632-9646-3e66-99e8-4bb4c1524ef3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67c43108-709d-3038-901f-5327b7290056_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67dd4854-5d08-335f-9bb5-ce931a34b85f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67dfbd1e-3176-31b8-9ddf-76c0f5e508b8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67e0fb66-8320-350e-b997-c2898b6bc012_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67e98069-053a-3ac2-88a1-56dc79eeb36f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_67f0edc4-9c01-3e75-8451-43bac26b0f3b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68073e4d-9b86-37e6-a3f0-3cfc7f42e3e3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68136b16-168f-38d7-bc78-a53864275283_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_683484a0-7579-3bcc-9191-b140deec8560_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6835e4cd-fa62-3bc9-830e-31295fcf1128_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68424617-a6c6-3d13-8afa-ef2f64f2dc32_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6860b1cd-b8cb-38bc-b202-9fdc0278608d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6865e9f5-1d4e-3efd-b5a2-d71b61116ba3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_686c7c05-8383-354e-add9-9cfa0bf1f105_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_686df988-9c7a-372b-9fff-90629c8bc3f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6871571f-b74f-3609-aa0a-00628b3a9928_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_687cec60-ab8d-3ec5-b84e-a51249c7cd70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6880478b-11c0-3c59-998e-935ed1e34c94_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68940516-5ddd-3cfc-990c-1bc7f6f6da79_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68954c9b-b4bf-3f0b-b5bb-13f505b5160d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68a5b183-5cab-3703-a31d-07da87c4c047_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68a6763f-d2f1-3d5a-a535-4cad60f599ea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68bef935-d5d8-3a78-95b1-ad4d9adbe63a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68c53f29-bd18-35d8-8c56-69969bbdfdf8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68cd8292-2986-3172-a0e2-3460f4d21d67_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68d0d8b8-55e3-3572-a5f6-939bda1eaeda_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68decc48-2d59-3539-bd71-52a796fc4455_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68eac875-d1dd-3a46-a7bf-fd3a6a6146b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_68f0869b-6b10-3ba9-935f-48b44cdf6cf9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6900ab58-1bbd-3f5a-802e-c44340b0f85a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_690c010b-5d46-3be9-8191-42a1aeaa07f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69225c5b-682f-3e7d-b4a8-a3a43aa4f3d6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69225c5b-682f-3e7d-b4a8-a3a43aa4f3d6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_692afd6b-e18f-3e26-87eb-34bd992e96dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_693c5928-8212-39c5-97e7-dc8d1c280b57_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_693f1981-06fd-3e0e-9d05-62c8c8d65d07_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6945813e-8bf1-3efe-897e-38625976b37f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_694b87ae-c350-3a09-8e8b-ac818698daca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_694b87ae-c350-3a09-8e8b-ac818698daca_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_695a2c09-f14a-3113-8fc6-d62dd5bdd27a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_696525b8-13b2-3047-84fc-9ebd70b553f3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_696f28c5-9d5f-3fe1-bfcd-241377d999b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6990e11b-0d70-37df-b78a-4ae49efbd42a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6992c3d8-ba5e-3c8d-a119-030182bbadf1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6992c3d8-ba5e-3c8d-a119-030182bbadf1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69b733c1-3d4c-3345-bbb9-48309abbc83e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69b77b01-2e33-3ab6-9d2e-00b86af1dc0f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69ba0530-034a-3c6b-9fb8-2d6abdcca498_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69c281a4-7b7f-3095-8f8c-3360791a7f3d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69c73b28-313d-3ee5-a342-3043c80074a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69d343d0-32cd-3ff3-8255-aba7acdcad46_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69d67276-0c97-3ebe-8ef3-c61402f21184_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_69ed956e-4c8c-3e1d-8ed7-ffdecdb4c734_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a155f23-e894-3b00-877c-7c9d370f4c79_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a2618b2-840f-3f43-9d4d-ed690a0b96b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a417ce8-52dd-38cd-9ab9-f8183d25d188_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a47bbad-7e3b-338d-b1aa-8996a74631b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a5532c2-3bb0-3ea1-9498-e729e5508789_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a55da4d-a9a2-33f0-86c7-ded0919be2d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a62e643-6778-3059-b65d-56bce45c66cd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a6fd49c-19f6-35d7-8f7f-6e8e21ac8deb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a7ccb69-5cb0-3ec8-b6bf-0eaf233b819d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a87b8e4-3295-3119-a467-d72fb0712205_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a88d712-5804-3d5d-a456-837fdacdad54_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6a9c8248-56d4-3113-9f5e-75f4ad39cfde_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ab6b87a-0a75-3ad2-bc90-55c9182d3b15_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ac24bef-15ba-35e9-9089-691ce8b2df24_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ac63250-a45d-326d-b829-d78a8c3e898e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ad31548-44dc-32d4-ada0-46dcc2794a36_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ae1c872-1e02-3bdb-8540-1877b0becd68_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6aed580f-111f-382a-b980-e8e7fe19ffe0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6af1b340-4fda-31ae-a44f-924a311148fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6af1bd09-a572-37e6-b4a8-ea4c380d0aa0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b062416-90dd-35e7-985e-864c98fac67b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b0f2c96-e30e-3130-b7e2-4a4ece2e091a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b133ed6-7380-3a7d-abd9-a170b5446dbd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b133ed6-7380-3a7d-abd9-a170b5446dbd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b4564b3-ad57-322f-94ed-bcc746469efe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b45c19f-e601-3e23-8d06-03257c19dee6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b4d491c-e553-3561-9d4e-96358d883e68_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b4fda47-6ca5-3587-84f0-c681e70d696d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b54498c-f713-3c2f-9cdf-06738b8ef766_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b5cb208-063f-315d-bf55-762f30dd3a90_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b5cb208-063f-315d-bf55-762f30dd3a90_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b64bac2-f4e9-3820-96ee-0313651e9881_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b64bac2-f4e9-3820-96ee-0313651e9881_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b698f73-e156-3369-8cc2-eeff58e8db13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b6f1852-7a9b-3343-a0de-4531fd0e43dd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b6f1852-7a9b-3343-a0de-4531fd0e43dd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b7f57d5-1e8e-3bfd-94a0-b5b3297fc24c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b8a6309-6e91-3671-ae41-0cf691f716d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b8caaee-9753-3f24-96d1-fd6427420cc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b93b3e5-2ead-33a0-803a-0775e7d2880f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6b9c9c79-f930-3b17-afb6-52b19a54965e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ba1c160-d144-3c0b-89e1-2619303f94c5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ba2cacc-a916-3629-8235-9615e6ef0239_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ba2cacc-a916-3629-8235-9615e6ef0239_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6bb8ed67-b46f-3917-aa43-1ad62b3c0eb1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6bbdadeb-2f15-3d7e-935b-e53807ad1e30_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6bbe1831-db2e-3de6-9d90-eb5d3595c3d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6bd709ca-4bea-30b0-a7bc-743c82377573_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6bf6ace0-edaf-3ae3-b725-e05051698a62_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6bf6ace0-edaf-3ae3-b725-e05051698a62_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6bf9483c-1317-3a04-a644-6bbd4e39b51c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c0966b6-d578-3719-84e7-ad9801233cc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c0d0c53-016c-3f3a-a19d-a17d4081a888_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c152256-8b9d-3b69-a987-69bd2df74beb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c2d3e3a-1781-35b6-8e5c-b6779e9f52f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c3daee5-2054-34b0-b7eb-caccb9efa70e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c416f88-a74b-3ff3-8cd7-fbf6a9314b3a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c48fe4f-15a2-3d74-9058-3c1c09203200_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c4c3266-6841-3460-b77c-9b4c170029c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c4e5184-39dd-3fa2-96a6-9ebc012e9580_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c54a964-b44a-320d-a26d-db14a2a4c7e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c55bcc3-a853-3841-a495-d6b44a23c3d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c616cc0-7b89-318f-9430-ffd0d2600db6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c6495e1-c06a-368c-bf3a-978a41af599f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c8d7fe5-ae4f-3fbc-a458-d532e0a8f1a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c8e5402-f227-3a4c-af58-57fff12d5253_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c944ec9-4934-36bc-9144-a3ef3f18059c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c944ec9-4934-36bc-9144-a3ef3f18059c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6c9c073b-436a-387f-9678-210fc61551ea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ca17bf2-b9cd-32c0-881d-81d8ab315de7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ca3b4b9-1d8d-3dee-beae-7c9faa701d51_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cab4cdc-f35b-3890-bf85-c508c768f7a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cb19213-4c88-362b-8455-fafe36e90416_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cbbcff5-0624-329a-a622-91c3709bfbcf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ccb9ee5-ea51-3d83-9b88-5e935465fdea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cd4fa7a-1443-3af4-973a-04729c103a6d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cd7700f-faac-33f5-81d3-a04bc6cb6127_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cd87027-a834-381e-8e82-9ac1a38e21bf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ce58b97-b237-3bc0-8491-959faf2b69ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cec007c-0207-3967-8ecb-3d47ae5797be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cf2853a-9b05-3529-bc42-d6ddc863bda7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cf3e2cd-2e1e-3fbb-acdd-d7d43fa6b0d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6cf70476-50d6-355c-ba07-a9f8f4b805e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d20d755-8dd0-3463-b222-ec3d660761a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d20d755-8dd0-3463-b222-ec3d660761a2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d2c05c4-7d77-3ae9-b558-2c7df77b81b2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d2f4afe-1585-39de-962a-29e2380d7667_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d3c51f6-fcad-36d1-a2e0-fa9d1dd0efa6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d3c9487-41af-3995-89b6-775eb413581b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d45cce3-b4cd-3cae-b237-538608c01cf3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d5029a9-dc32-3fdc-b6bd-2e809d8bf515_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d51f135-4934-3ede-b5fa-82480670ee1b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d51f135-4934-3ede-b5fa-82480670ee1b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d5e9c37-bfa5-3ab1-8021-78156aac20d7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6d848308-67dd-3cf7-935e-14f7b8175a81_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6da24efb-affe-38c0-b8f4-82d90893a8fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6da70d82-96b5-3f79-9cde-0cb96cdb5f66_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6dbef878-1da1-3bce-a7f0-2265cec9e859_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6dc2a3e9-415d-34ff-8e71-55bce89c41b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6dc43e66-f053-36b2-91e0-7452dd5c853f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6dd9e62f-3c01-30b3-a5d6-cb24a3a8af09_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ddbfc29-087f-3cf3-8395-49e304150437_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6de356e3-9560-306c-b1a0-3797c211673b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6de39765-2346-371c-8eac-0afa7a52c069_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6de6d7ae-5acf-3fc5-aba1-9394f2e94c31_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6de99ed4-0766-3de2-b5aa-357a025e64bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6de9ab18-f3bc-3dbc-a366-dd83e9133e96_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6dea3be1-0b95-3d50-9f9d-3efe5b4af56d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6dea3be1-0b95-3d50-9f9d-3efe5b4af56d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6def819a-c459-3e72-baf8-184f94161ad6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e191244-6729-3171-b7ff-30557b80a687_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e2591db-ed4c-3857-ab32-e9eeba009457_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e359550-ac34-3bc6-8d89-d0c5d651a077_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e36f52d-bdf3-3e81-b5f6-c1c58b56c027_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e36f52d-bdf3-3e81-b5f6-c1c58b56c027_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e418670-8c55-3d62-a5f7-3404bada6f2a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e52e2cb-8804-352b-97f3-b3eaf27dc3fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e6828cb-a7b6-3453-b9e2-97944648953c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e70589c-2af0-369e-b4be-2fe42cb6608b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e8ce4e8-e861-3780-b327-4b970c399978_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e8efb10-feb7-3869-ac48-e0722971d447_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e9995d6-be6b-3b0b-a638-cee9adfebe03_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6e9aa8d1-a763-30b4-a576-7b0c79caf697_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ea084a4-2d72-3e1d-ba40-9217e9c491c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ec314e5-52f1-363c-a3a9-67a530111e36_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ec314e5-52f1-363c-a3a9-67a530111e36_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ed6045f-5c42-39aa-b65b-4ddcbe3e3e02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ed86ca0-33d9-347e-bac3-528b869c9575_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ee81fc5-0f22-3996-9402-25106d381a58_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ee81fc5-0f22-3996-9402-25106d381a58_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ef39306-2461-31a4-914b-7973674ad060_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6efa5526-ca23-3e53-90db-581c774eaa12_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6efa5526-ca23-3e53-90db-581c774eaa12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6efd750c-379c-3709-856d-745b09869adb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f233332-3a43-37cb-9864-a2a2ac289945_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f2fde35-8964-3145-8d24-e3bf89b247fe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f390038-0306-3f06-90f9-0ea5b799a540_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f479560-dbff-3f53-a79e-9b375eef122f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f53ca9c-c253-3c3e-b231-ffee27c9c90a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f64dfff-136f-344f-a41d-c5ec192450ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f68b194-1a3f-3545-9307-a8b51591507a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f723bb0-450b-34f8-9cb7-bc8c30448ed4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f79167d-d066-3126-b1a9-66dbe342bc49_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f8174e6-4594-3706-ac05-e8c5d04b8f27_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f86e8cb-461b-3fce-ad72-88a0b6331f87_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6f985f38-ef63-3548-9f51-593ebad75d73_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fa4bc70-f2c8-3303-8fb7-7256e10c4c49_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fb6d8a0-078f-3962-ac18-b282ef3aefe6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fb6d8a0-078f-3962-ac18-b282ef3aefe6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fc0b801-6730-3d40-8a36-102800408c10_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fc0b801-6730-3d40-8a36-102800408c10_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fcafcb8-728e-376e-bc03-5a2966c85405_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fce1c33-8d1e-3e9d-b1cc-f14064a79f63_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fd0dbdf-6688-3c47-aa66-53102f4fed7f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6fee0e18-9d30-3c8f-b88d-71dda8810f65_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_6ffbd86b-86e3-32cf-accb-a76106a1379e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_700b57a0-8cda-31fb-a498-c6fc2faa6ca5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_700b57a0-8cda-31fb-a498-c6fc2faa6ca5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_700b99b4-436a-302f-9c16-e3973e921f7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_700bd920-f0f8-3997-84af-9ef914cb8b96_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_701012fb-720b-3f7c-ba6c-acbfe80615ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_701628b4-a7e9-322e-9765-49f963703a49_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_701628b4-a7e9-322e-9765-49f963703a49_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_701f4aa2-b35e-3844-9eaa-86f4f0124505_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_702b6962-2306-38e5-a735-0f4cfc03bf83_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70311610-9461-3c23-bae3-dc258aa93a41_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7046500a-d5c8-3e31-b92e-7797b6040eb7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70471048-788d-3531-85dd-a1d720bb5ff4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7049d299-fc23-3a4c-8388-ab6fe80f5370_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7049d299-fc23-3a4c-8388-ab6fe80f5370_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70520555-df87-33f5-8b4d-bb4a67c1e8f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7061c814-54e4-3b1d-85d5-91433d2984ed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70676c75-963b-357f-9f91-e24ea6c37195_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70701ab3-d78f-36e3-89f6-6fc70fb8f1a0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7074b60a-23ff-3de5-9a22-781e25b0000b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7080f08b-95dd-3275-b351-cf33afab9250_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70879738-71e3-3a30-b668-8c9d2a540e6b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_709ca0c0-bcdc-3104-94df-39bbf8cc93b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_709db002-7b96-35f8-9a4b-a07ab9fde69a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70aeb8a8-65ac-395d-ba89-72e8efde68aa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70b65541-485d-3c5f-9a93-91d8c565da49_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70bab1b0-ccca-3605-b7a5-bca5edd15fdb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70d634f9-b597-3d45-8b37-8a321bf1f3b7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70d6a8bb-35b9-3bb9-a346-7863bf01eec2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70dbf987-b5dc-3aa3-9307-d7a61a42595a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70e1cd2b-a072-3800-91db-293d567e411f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70f912ae-76a4-3d37-9c8a-12f1a5c58e54_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70f9206e-4fdd-3489-8e16-b5d6257dd242_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70f9206e-4fdd-3489-8e16-b5d6257dd242_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_70fe5e70-f629-3058-90d7-a2020b7f946b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_710091cc-9cc2-3b00-9d8e-da87d23bf506_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_710110b2-dd4b-3f28-8157-3212e770828b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71050def-c945-3ada-8e5f-8a5624b915a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_710ab06e-b63e-3bf8-a36c-ada85ea97b30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_710ca529-ed0a-3d3d-8c8c-d02aabb966ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_710f2c8b-7cc7-317a-93fb-88aa8cb70dd4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71265e3b-ea4c-367a-8d49-a0e8e82d43f3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_712f81b2-ebc3-33c1-9553-9d6eca9e3665_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7135e154-6964-3d50-82fa-3aef5cdb9219_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_714b103b-8cea-3c46-8352-8c65dc529b19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71783b00-a9af-3315-8c22-a73b4aaa07ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_718024d5-4fbe-366d-ab7f-fd6c6e8be302_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_718024d5-4fbe-366d-ab7f-fd6c6e8be302_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7184ea8f-57c0-326c-987b-4597670dabe0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7197842d-7d26-374f-a929-be1822cda02e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71ab1e2a-49d7-3614-85ae-20e059c0b764_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71bbca38-ccf8-3d9a-9525-8a4bd2336a02_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71bea14f-a0bc-330b-8a4c-4c030decbbf3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71c46eac-91e9-3999-a89b-4ca1c11ba1f2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71c51df4-940f-394c-88be-d5e5ecd67eaa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71cb6f27-4ae4-3494-8d47-ae96be1b7363_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71cc4112-df4f-33e5-8cbf-1e29eab735ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71cc4112-df4f-33e5-8cbf-1e29eab735ca_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71e0545a-a72c-3e49-80ab-c1a916163637_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71e323f1-416c-328e-954d-b10f57d17e69_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71e4a3df-61db-3338-acf3-9385b9282376_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71f1ff68-9830-3104-9d99-6313580d4308_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_71f62a40-f2aa-3b4b-a618-43b9eb30c78f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72049f7f-4873-36c1-90b9-2eb23f072359_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_720682f5-4d2b-3db1-b135-f8311ef7c34d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72128831-bde5-37da-882d-8053cac64463_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7217278c-e3b6-3770-84a4-4cfab25e6144_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7217278c-e3b6-3770-84a4-4cfab25e6144_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_722b0db4-5fea-3b47-a2ec-410fa248e503_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72335b13-6322-3552-ba1f-f44afa5f1e2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_725e9606-5573-33c2-b802-a0f4b7f09d95_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_725fdf40-e344-33fe-9834-2bdf72dea5a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_726f4fb9-745b-32e5-baf7-0315f2a531cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_727f37ca-9288-324d-b79c-c7ea24a7cb8d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_727f37ca-9288-324d-b79c-c7ea24a7cb8d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72804cbe-1a46-3472-93f6-cbdb51182991_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72899088-679e-3e60-a628-02e410cef7c6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_729159c0-015b-3062-a92c-2d2181b1928a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7298f0fc-829d-3a19-8c96-83b7c0a95674_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7299c641-0b06-364f-8d7b-37f1a4abf9e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7299c641-0b06-364f-8d7b-37f1a4abf9e5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72a0cae2-4976-344d-b17e-115549f33384_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72b10350-14da-38ab-b522-033c84a3839e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72c936d2-9b21-350c-b91c-fe640eb4959c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72d51c7f-f994-3396-a67a-06ab2ca16528_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72dbe60d-b8a0-30fd-b092-8287f4531f1f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72e19ba1-c97c-3726-b9a2-196ea6ea149d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_72f5d2a7-a5bb-3c67-9729-c44e0f117495_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_730799c0-5b8e-348c-8b32-5d41c4d27f90_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_730a0b58-95e1-36a2-92b9-849301993fd2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73101ae0-7338-3281-83d4-ecff8207d33b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_731416f5-cc95-3ae3-a1c8-1085ef64c4bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_731a8712-33b5-3856-a1bd-2f816075660c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_731d6095-a949-3a05-81b9-839b7372dcb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_733d1141-7d3d-32eb-a227-38244aaf17fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7341a150-aa1f-3d16-a943-ffd85d07b01f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_734390ec-993e-3e15-a3f7-dcd80b536a43_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7349d172-2b79-3067-9769-5eebc95084b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_734e03dc-bb46-3caa-8cdd-f246f8cc0ea7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_735635f1-369b-3ec4-b4dc-f1472fced482_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7358394b-9255-3ce2-be4b-b2ffbf31c72a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_735d6c08-990e-3329-8cae-c1a31bc12afa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7362b2bc-dfe1-3719-a713-1bfe4e28cbfc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7363e006-6b95-3dd8-9b57-c729001113ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73649266-7b6f-3e96-a49b-dfe1de4c24b1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_736fa267-6a80-3a2f-97a5-9adaf555debe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_737c6e67-0528-30bb-b55e-637cce56660d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_737c6e67-0528-30bb-b55e-637cce56660d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_738fde8d-6a43-3fdb-bad7-2c78aff2e8e1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7394af35-7bbe-3b60-bc2c-b23a5dc7be5f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_739580c7-b346-3da1-ae4c-af7ff62a61ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_739cbfec-90c0-31a7-83c0-e0d207f762dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73a65bc5-7282-3121-aa35-5c8ed2b5e470_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73c0a5a3-18f5-3d05-952e-c2be6c258bfc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73c3c0b2-e2d3-3e4a-a02f-94cc2c788af3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73c3c0b2-e2d3-3e4a-a02f-94cc2c788af3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73ccfa80-c0e5-32af-a650-eea397fe3893_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73e291af-e1d3-3531-bb39-c16c13697922_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_73e291af-e1d3-3531-bb39-c16c13697922_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7407f8da-b696-38f7-9c8c-dedc2380c726_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74087bd5-4a19-3bef-9a11-0f085f9d6db9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_740a0646-1cc0-3186-a161-0010e980dfa6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74133bd7-abce-31b7-8d8e-fbd21bc6fd5d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7424e135-9c4d-3841-8fdc-09ea52d3562d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7449f923-5729-36d4-80be-47926968cc86_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7460a8ba-b752-3c11-8711-4c6d4ae3c938_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74742d0b-b1d5-3281-a34a-59377a9479ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7480509f-2baa-354c-94b8-6249219079ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7480509f-2baa-354c-94b8-6249219079ca_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74863ac5-2554-3e09-bea1-fbf05b593bee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74a317b3-176d-3f64-a929-22f187b0aee4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74ab1bba-9439-33ce-b56e-b2d1bc3168b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74ab1bba-9439-33ce-b56e-b2d1bc3168b8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74bbb6f8-b251-3dd5-97ab-246cee958350_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74c658f9-a5b9-3da1-a3e1-5f9e975336ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74d7676d-239f-32a0-b0a4-e0c9f73efa5b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74dbf531-bdc9-3ca4-b258-9c85ec6d5e65_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74dc0613-49ea-3af6-9d4f-7d8994081690_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74e6ce6a-d808-3df6-862c-45b0836d87e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74ea55a0-0e65-339c-bd48-0a670638d662_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74f7602f-826e-313f-aa3b-02eb057fa0ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74f86116-cfb5-36d2-8f76-3700e42e1bfa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_750ca43c-551f-3e03-a3ad-3553ebea1606_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_751dc59b-90cc-3880-8e29-f30f44ea6111_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_751f055d-637a-34dc-b882-6dc955d9c683_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75478392-9a06-30c7-88a8-30d3071b7351_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_755146c3-e191-38ef-ab0f-9ec7af68a6bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7554e8a8-c989-3b3e-96e2-5a7b4d0d6969_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7564dc8a-6b8f-3177-8ff4-cab6fc6df8e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7568bf8b-c2c7-383a-80e5-42e43e4dbf50_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_756a59c5-0285-37b0-8826-aa54a3e4c3b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_756a59c5-0285-37b0-8826-aa54a3e4c3b8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_757bddd9-83c1-3fd7-a5aa-281256297b4d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_757c0aab-0bae-315f-8332-07be75f326c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75808a85-38d5-3d48-8146-ec3616e91eb6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_758628cb-9dc3-3a1a-8f0e-000ad95dd0f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7588dd00-b445-3ead-b135-6fc529b1347c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_758db185-4c4f-3b98-a164-dba758b75e93_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_759f981f-2f01-34cf-ac60-fe50612fb2e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75a07dc9-5dd0-3074-a9ac-394931357daa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75a3fd89-a89f-3053-98be-880462d841d1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75b4d679-db0a-3ea2-a846-380d6b8c0480_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75b98a50-59ff-3297-8b97-e12570537658_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75c0cfeb-deb3-391e-8e2b-1b58cd066332_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75c0fbcd-0ab7-3c9a-9d82-d6c31e556169_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75cca8c5-188f-31f7-a9e0-16e50794cceb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75da2c68-dcbc-3735-895f-23ff8b0a9f5a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75dbad81-7895-3920-9db8-8f9b72b38447_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75efe822-a863-3cc6-98b5-e21800dba056_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75f3828a-bd13-3a4d-9b0a-db8734392e69_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75f778b9-0538-38c1-9fe8-d401be81176d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75f9dc76-8dd5-3b0f-ba54-fdda0865450d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_75fa02c0-b928-32fe-bac1-05eb37876a5f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7608c210-474c-3862-b614-62697fe1376b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_760b6e35-0b47-32f3-b899-908c2315ded6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_760bcd0f-0bf6-3dd6-b0c5-b496c11393bb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7610678d-9c54-3b7c-a406-12765b04cdd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76153bec-ba6e-38ba-9d9c-062758add8eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_763041e3-75d4-3e47-8876-14e88838bbdb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7631cb7e-5381-3c7c-8722-8f145e652b84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_763c690a-220f-30be-a86a-ecef9b9023a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_763fb171-62e2-35fe-8bb6-4df41d3fb9f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7643438c-ce74-3673-b4a5-8559fa46b692_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_764f2b32-aba8-35a1-8c74-90ef93b93240_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76563275-c3a6-3c83-b46c-45366806b439_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_765f2d79-f1df-3a89-939e-5283eb80a7c6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_765f2d79-f1df-3a89-939e-5283eb80a7c6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76646295-2f71-38cd-9d3e-2e1553cb31e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_766c0ab3-e42b-3804-a2b9-44ee405f5ae5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76937efe-2166-3994-8d08-6a6084626453_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76951d24-b845-3014-b530-d8ae2124fd6b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_769d9755-4b8f-3a06-a62b-32d4cf949604_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_769e6b5d-7604-331d-a45e-255519a4c428_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_769e6b5d-7604-331d-a45e-255519a4c428_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76b23ed3-83e1-3cdf-bf07-4b92a8bde699_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76b74fe4-f8b2-3bdf-9e51-b5aa30c19c26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76bae896-048b-378f-802e-95c3853f8d0b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76bd5fd0-e992-3b4b-b9f5-cb0c050fc7b6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76be702f-fdf1-3a08-b5b1-d4da55554012_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76ca5db2-d69f-3d21-a380-936072aed0e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76cf7492-57b5-3d88-a09b-fecca62e5bb5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76e4aa62-c2c6-32d3-975a-a561ff5631f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76ed8fd5-3f18-3564-8fef-0793073868f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76ee2177-a3a5-3c99-87d7-9b6bd3cdb555_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76ef5e89-5e48-35ad-988e-74fa4d7616a8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76f12c9d-0897-3422-9b79-360ac8b0720b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76f6d322-edbc-311f-9ee3-fa8a7f1ebb22_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76fcb8ed-10a2-39f6-ac59-d69094bdb684_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_76ff82c4-00a0-3662-a081-51a4c33372bc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7725b39c-0f63-3151-8d58-e25a3dfd9082_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_772e3bf3-62e3-393c-80a1-c8dbc9dbb85e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77312c66-06c4-3799-8342-d4d7fc1015cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77312c66-06c4-3799-8342-d4d7fc1015cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77419c97-c047-31da-9776-9761a6c3cf2d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_775ff59d-0737-3f6a-9c59-92df71c050fa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_776ff006-e0f2-38b0-afb9-8dc52a52c58e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_777b2b06-bc93-351a-a431-5c3420f6050c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77a84a79-2dbb-32e5-8815-31ae60815557_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77aa4e1c-95c9-3385-9724-b35b3df1f83d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77ad0d37-5463-3fc6-8f79-77711a118783_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77bafb3e-9ced-375f-90d1-2ce418c0c46d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77bafe39-2f0e-3830-a99d-8aa4e2a77a9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77bbb1b2-b987-3985-bad4-ef9f07a70326_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77c7884d-2ba6-3f3f-b54e-bbd82511b094_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77ccaca4-ef22-3796-9b63-ab9a224d3ee9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77cde250-2f14-3bc7-84e0-2760c1982c02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77ce8cdf-92cb-30de-9ea2-e424ea788e25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77ce8cdf-92cb-30de-9ea2-e424ea788e25_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77d8ca6f-590e-304f-b059-375c7386890c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77f77440-cc07-3b59-862a-3b7f46bc38d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77ff5452-910e-32a1-a82a-6acca183c0e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_77ff7fce-d95c-3285-bb26-8252fb61c809_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_37_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780a3640-0f0c-3196-b222-391f99b449b0_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780c43c4-5019-3611-9424-8252162012ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_780c43c4-5019-3611-9424-8252162012ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7822b4a8-5898-3b0a-99bd-d309a3946e21_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78278336-959a-39da-9c68-b9cf678f2d9b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78278336-959a-39da-9c68-b9cf678f2d9b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7827e7fa-9110-30a1-8220-4837fa542ccc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7828aea1-5dc2-3506-83e5-a04c7cd27f3c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7843f44a-ac92-3f0e-89da-02f58c7b1c23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_784897dc-953e-3133-ae5a-5e1519377aac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78614fc5-07b5-3a55-bbd0-77bd24a49459_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78620ed3-a2df-3f0d-9434-9ef495b5e0b8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_786af068-2fab-3617-90ce-6831f61b1b73_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78704431-f51d-3321-9443-727b22a4dd38_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78704431-f51d-3321-9443-727b22a4dd38_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78718460-4d15-3e53-8791-bdf30dcf9304_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_787624fe-9fb3-3759-a801-242420730f54_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78a6ec5b-a0bd-3ed8-874c-556ab9d50dc1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78ab387d-8551-3c11-a002-2d58181edd95_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78aedc6f-b2ad-30af-8017-338f5a119edb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78aedc6f-b2ad-30af-8017-338f5a119edb_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78b32137-7d3e-34d3-8bda-168eb2ebc0b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78ba49cf-ab2f-371e-b948-b8f8309f21d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78ba49cf-ab2f-371e-b948-b8f8309f21d1_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78bb1074-f0a0-38e2-8526-4d4d79f37785_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78bb1074-f0a0-38e2-8526-4d4d79f37785_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78c63e21-16b8-3b13-9f02-b09eab1abce7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78caccfe-3e57-3d2a-b053-12948906121e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78d0e122-b4b2-3b03-8f13-48cf33375e2a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78d5f996-f73e-36ff-a34f-d4eb963a5cfd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78e1958c-9681-3d95-8780-c77d1f488e82_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78f459b7-5ce7-3fca-ae79-890bf415ad04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78fc95dd-f655-3f11-942e-b183b6ed728d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_78fc95dd-f655-3f11-942e-b183b6ed728d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_790604b3-f3a1-3c01-a5f1-5322cea1ffaa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_790f66f7-16ae-3410-a12d-b2e8c9641f17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79105d13-7ca1-39fe-b10b-5e793494765e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79105d13-7ca1-39fe-b10b-5e793494765e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79395446-bd42-3817-8912-1cbc6b736247_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79395446-bd42-3817-8912-1cbc6b736247_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7939abe9-c7fb-3815-bdf2-abfec9885c4e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7939abe9-c7fb-3815-bdf2-abfec9885c4e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_793e8524-d703-335b-9bae-f49f63b68670_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_794407bf-f91d-3c73-b886-9e5f030eeabe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_794407bf-f91d-3c73-b886-9e5f030eeabe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_794a284f-c3ed-32d1-89ae-621c5669c040_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7952ed3a-84de-3e9b-bb48-da4d79de9241_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_795437b6-860b-3a38-9220-c59f4a733825_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7976cf0e-aa8f-3e88-8ed2-2ca23b88d835_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7987da00-14e5-33b9-9659-a32148f504eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7987da00-14e5-33b9-9659-a32148f504eb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79896802-5362-3f15-a83f-33939ad443e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_798e8d73-23f3-3581-8ddd-0600ca9086ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79933b52-9502-3159-83f7-d5466a05ec1a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_799be469-c283-3502-b211-212797f1cbcf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_799be469-c283-3502-b211-212797f1cbcf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79bffc87-5654-3b2c-810e-2cc46e69523b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79c3db3a-0094-3559-acab-29dcdad0d29d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79d079fa-0538-3403-9d12-fa4c3f203fa7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79d0e8b5-28c7-33bc-9a60-f892bb3a97f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79d0e8b5-28c7-33bc-9a60-f892bb3a97f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79dd72b4-ee49-3c62-9b07-6e7fca4505b6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79e29949-827f-3e39-b20e-614cd3523d6e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79e2c9d3-7842-390a-8808-e29c75b77996_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_79e4ef53-a236-3625-9ae2-bab5ebdd453d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a02618e-6913-365b-b7c0-acb5bd329c8e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a02618e-6913-365b-b7c0-acb5bd329c8e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a076c63-3b41-3ffb-bdc8-b6a33d75af41_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a0a0edc-4e40-3c8d-83ba-de6d4c814b51_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a0b8564-3d31-365c-854b-a1a536253249_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a143640-2812-3da5-acbf-922d46f35452_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a2fcd98-494b-3bd3-8c47-df7d0b391c5a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a357b80-d393-38ea-a6f8-4a9b5264190d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a3748fd-c49f-322e-96a6-5087c1995304_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a38f5f0-1c9a-3577-b098-970fae1cc271_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a3b3213-fc59-350a-bb7c-138197864799_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a41b7df-2f62-3246-b629-732c4810abc7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a52bf10-722b-3e99-9dbb-f27b6a34feca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a55a3c2-a202-3c37-a260-170be31c4e26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a5623fb-bb72-3d34-97cc-e5b59dcaeb3d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a586e7f-fcfc-371c-a614-0c0c47b771ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a6f166a-4d09-3a1f-9e34-347dbbfbf7e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a6f20b9-ebe4-336f-ad65-aa231abc03ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a6f20b9-ebe4-336f-ad65-aa231abc03ff_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a788e12-29ef-331e-9950-54330ca22329_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a7c244d-320e-370e-b85d-d02cf7e07d42_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a7c9f9e-f934-3747-bf53-3b71ebc232ef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7a8acdc1-bd9d-352d-ab1f-cf3922d7b541_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7aaa310c-619a-380f-9dd6-f86fcf15be82_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7aafd3e1-c0e1-3497-8911-0dd65897e7bb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ad436ca-d6b3-356b-b4ce-b989229d138d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ae181f8-4353-3a5e-8e58-db686abaced3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ae36b2c-21ec-3fb5-9ff0-20c95bac8921_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7aef8960-9bc4-3925-8b43-95bbbd970e4c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b09934a-b9bd-3ab8-b36a-f89b3363f6f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b0ca42a-f67b-34f6-838f-ab8b7000855f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b172362-3ab7-39a7-8eb3-b86035307e31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b184733-c28e-34b3-b326-0411b4f802d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b1bc59c-a808-3244-a7b4-9bd505dd09f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b252e6f-4fea-350a-9aea-f75fe99e01a2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b29e21e-6d4f-363a-bc71-c7cfbeb462ee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b2a8ac7-aefe-3404-95cb-a9b0df5a6361_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b2be63e-d076-3403-9c60-fb022b62897e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b40f9f2-377b-3791-ba20-e06c5770dd03_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b483a40-a457-36b4-b364-2cc1f7e4fdb9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b49cc4d-ba78-3ef4-a0b7-5371e73f6c21_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b544140-dc6e-32f3-b85f-0373ca360911_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b61475a-ac6c-3173-aafb-f6bfe42bc0d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b693b6b-5d64-3c0c-a75a-fa859523becc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b6d5a4d-42ac-35f2-824b-619b45fb82cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b7b10aa-6900-3b64-a9af-b8db37a7a504_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b7dc1c4-8344-3460-8933-1c4d1229f47a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b7f9d84-f7c7-36aa-bc63-1b2a635ae528_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b8dc945-1d5c-37f5-8d27-25b47a59708d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7b9f62cf-debe-3d9e-806c-b374e0cc38ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ba850d2-97ab-336d-aa30-f1523bd801e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7bb92780-8858-3aad-8ba9-4b04a5a31258_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7bc7bcd5-a8d3-382d-960d-57017f80c44a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7bc8273a-09a3-3f54-8b02-890a546ef3e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7bd666c9-8b8a-38a8-b385-20099454f2e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7bd9b7f6-f183-38ac-8271-fd0c5a44c416_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7be060cc-03be-37c3-9c11-0653d2f7984c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7be9334f-9222-32ed-a262-c35de88e4abc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7bea4d89-ac5e-38ab-bc55-04195690d36a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7bfb8e40-3615-34c7-b438-da779f912180_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7bfd5fca-67e0-32f5-8923-9c239dca7c62_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c01f76c-39d3-30a2-b16c-dbc89371d58e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c0a5f2d-58ce-30cd-86f1-682e56025368_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c190b3b-e92b-3d78-9e74-0a416db49582_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c327b94-b8a2-3ae9-adb1-979618920432_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c3ea334-274a-343f-b8df-9f10de34b2db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c3ea334-274a-343f-b8df-9f10de34b2db_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c4f47d1-0326-3da6-9eea-23a4920c1911_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c515da7-452d-3c96-8206-eb033a317a71_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c58e8df-4b46-3003-9674-200c679eb36d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c5e6e0d-af57-34e4-848f-fd0eefb5d30f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c6906eb-5126-3b49-bdaf-313aae35c974_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c741f94-114c-3633-a83a-0677fcf2d8d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c8a0f9f-73e9-386c-b1d8-1eddc9f0bd6b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c8d9d6e-6d57-301b-994f-9a15f0f743be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c94364e-4099-3a06-8daf-2fe016e9d44c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c9a9aa6-1978-3085-a725-d7402fc67555_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c9b3187-581e-3b91-96ee-2c576a9ce3e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7c9b3187-581e-3b91-96ee-2c576a9ce3e7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ca20094-8381-3cef-9e27-6e4dba0ecc38_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ca3d092-ae54-3e3c-a9dd-f748a4507587_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cb2fe13-aa05-3bd1-ad00-c92653c8337f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cb430aa-98e0-3d15-97af-f94a99e28fa6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cb43c31-e693-3f80-9a6f-8d74ff76c1e1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cbfbcee-4ec8-3405-8cfb-09d13d4825b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cc969b3-aaaf-3796-af76-69d9d5c1ea57_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cccd92c-463c-3398-b346-ac70a8eab3f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cccd92c-463c-3398-b346-ac70a8eab3f1_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ce4a3dd-b676-3f8a-9532-90b8a07a9bcd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ce4a3dd-b676-3f8a-9532-90b8a07a9bcd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ce6c214-64c3-3430-b89e-ec68f4e0542e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cf07bf6-6bcb-37aa-8436-61bd84508f13_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cf0af58-6860-3a0a-973c-61da49eb664f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cfbdd51-fbb1-348e-83f9-70e7274b37c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7cfbdd51-fbb1-348e-83f9-70e7274b37c0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d068810-e568-39b0-a07f-5d3230962e82_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d1a4e5e-8b72-39da-b01e-2e96bf285b2d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d27f78e-ebe4-3a75-8429-7aa8a3daf14f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d27f78e-ebe4-3a75-8429-7aa8a3daf14f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d283ecb-2e69-35a7-9cfd-25e5ca614ea5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d33a3a5-eca9-3626-b9be-b78735b87b50_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d4041c9-09e6-3795-8fdf-3817c0c09a0c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d4415be-f5e2-36bc-925a-9f4a34c77c91_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d51592b-48a3-3ed1-9a02-0dcc1755b921_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d579667-325f-3178-8f1c-00cd44ad22d3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d606188-c876-3b86-a7c3-a0113d0726a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d606188-c876-3b86-a7c3-a0113d0726a0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d60e1ed-9c53-3552-8a82-38c9597fff5d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d67328b-c4e7-3bfc-b825-53189fa5b251_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d80094d-d018-381a-9e62-3c32e473c38e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d8736d5-e78b-3474-a9e6-d1427d2edec0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d883d99-a0de-3df5-a3be-4f0af04ef01a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d8ff4c4-e9e9-3e30-ad76-1e057d49d9e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d96cb56-1071-3241-9d3c-c12d38878426_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d98d9ac-2d4a-32b1-b180-ae824d17c932_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7d98e88c-a4d1-3fcf-9d79-76dbc685f340_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7da5ee40-9724-33aa-ab2e-85174e615f2b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7db5030d-d394-326f-aa16-9ecde7d36129_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7dbdc1c8-0a95-3022-9a06-ac8ba4588779_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7dbf65c4-7e62-3438-90f3-afb25fe95b24_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7dc25efa-702c-334e-82f5-5663487e8b3d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7dc4b11e-b7e5-3b90-8aa9-0bbc70453bc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7dc74ed3-e4b6-3ca5-9085-345d5b59fdfc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7dda1af6-3368-382f-bb30-ff512f46a449_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7de88846-ff68-313f-91a3-7077674ab4d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7deaafe4-c978-32e5-952e-3c0d78a3e6df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7df068b8-3601-32bb-8b33-af1c8c679539_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e085435-6d71-33ca-a119-b0327edab9d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e1ce081-46c3-3099-9838-6a54730c01d3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e210bf4-4a86-3eb5-8c16-e9ffd8b6b3b1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e517a59-71f7-3fd5-918c-866ddb87963c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e683710-d2b4-36c1-a018-94c5bfe84312_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e6cba5a-f819-348a-a755-89f410e0e256_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e6e547b-5cab-3cf6-ab51-0113c8c468b9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e71e366-84ad-3998-b3bb-3bbc60ca00e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e7a72bb-3ae6-3c01-8aad-7eb07204a7e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e7e8d94-6275-327f-b96e-ddfc5f184606_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e88c4fd-9ea4-3b7f-82d0-cd1124fb5be0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e965183-0c17-318b-bdb7-c8ee46c3121f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e976251-eb7c-35b1-8d15-ef4ac0ac7128_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e98f32f-a678-3c5c-84fd-b4b7e9011f75_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e9c6980-182c-3aab-aba2-6845ffbd4a7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7e9e3145-6a02-3e3d-880f-36668debe497_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_16_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_18_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ebe1cee-8203-395c-955f-282bf4733b74_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ec93eeb-cce3-31d8-bab3-512f91c1a547_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ec9c60c-22b6-3ad1-9909-36fb8d23fd86_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ed08aee-b03a-3a54-bd4e-ac85e734b208_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ed40f75-6a6d-3817-a7df-21e48151ff0d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7edd4fed-b397-3376-be73-80259fd5dd02_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ee41e31-aab7-3603-8b86-3f03252521a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ee4d624-0bb4-32a2-bd6f-8e05c6a2d23c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eee8dd8-b9b8-3950-9211-c4b74a5103a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7eee8dd8-b9b8-3950-9211-c4b74a5103a5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ef42cca-e073-3e47-bd38-07bc062a8214_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ef5b823-444b-35b8-8f73-2b3e8e3e7fc7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f04c8ff-4c56-3a69-a92f-1e8c6fee2c06_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f099971-5cc3-344a-83c6-e15ff1c46ade_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f0d4fe6-6349-3038-bce9-451977178253_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f1460fc-e448-3894-a86f-2785bfc6a92b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f19aa84-9c82-38d1-b26a-c5e0de26055d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f1bb160-806e-370f-8bcc-fbe55140fb5a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f30d828-0080-3d64-916c-116540aef767_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f4b406f-fb40-3bf7-b913-2746bc088cf4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f4b406f-fb40-3bf7-b913-2746bc088cf4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f566cff-ec65-380c-b98b-45aac03e1059_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f6e9fab-abb6-3f65-a6cd-58712934717e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f7313eb-e06f-384c-b8dd-2d8410092e2a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f75676a-871a-35bb-bc44-460aa683fc06_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f7e6d45-c402-3f12-a531-bb29a42ddff2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f89d3c7-4e9a-3693-803f-41a691f9b0d1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f8a3d43-02c0-3a2c-a23e-f4f1c64da725_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7f93befb-8dd5-3f65-bdfe-38869bae65f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fa12952-d64b-320f-b1a3-94c889ff2b15_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fafb93f-f0d1-3442-966c-ca9f97dc6755_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fb35d88-ea70-3163-89c2-9f6df764ec69_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fb35d88-ea70-3163-89c2-9f6df764ec69_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fcd8541-e9b5-338e-a12c-31255f231de2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fd79495-99d7-3cc7-be2b-21e669f40b25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fd79495-99d7-3cc7-be2b-21e669f40b25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fe0b496-ce51-3216-887b-df29ac48972c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7fe78019-859f-3aad-8ace-1588396aac7a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ff1c986-8563-346b-9055-b1b43cfe1325_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ff1c986-8563-346b-9055-b1b43cfe1325_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_7ff8333d-6a5d-3509-a389-37ebabb9ca5d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80088246-86bd-3bf3-becc-8f723be1466d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_800bc3e4-e688-3e7e-9feb-f4799b65cddf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_800c5a53-a24d-39cc-a861-21cd6aceac6c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_800cc0d1-d54f-32eb-bcd6-26e20aa3a670_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_800ef188-e995-3b0d-b6d4-f01500d29648_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80107aaa-7939-3d56-9370-2c8b7851226a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_801a3f0f-9901-367d-9088-69d50f66ab3f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_801b39c7-1b12-33b7-a722-a93d33cca201_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80247fb2-027c-33bc-91cc-dab8147d5040_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_802c4845-6ae4-3665-9a3c-9d3fe6a200ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_803fb362-9386-31ad-9569-479b6ad296ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_803fb362-9386-31ad-9569-479b6ad296ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80423da5-750e-39bc-b6f3-f844b7f2a5e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80423da5-750e-39bc-b6f3-f844b7f2a5e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_804e8b47-1987-3080-994d-a3cd946feaa1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80584982-eb59-38c2-b8ff-ed9e3b2ec77f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8059d076-0572-3c77-9d5a-83008a89880e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8059d076-0572-3c77-9d5a-83008a89880e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8062e15b-b3af-3f62-b2f3-5675de88ce5f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80763952-0836-334a-8153-87c0133eb914_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80763952-0836-334a-8153-87c0133eb914_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_807e9e43-dfb6-3cbb-a988-d2da45140bf2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_808dd851-45ee-3a56-9db1-840a7c9c1249_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_808e2525-2edb-3e56-8eec-d5a8e6e22206_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80906a11-e3bc-3535-8f83-4e7815dfa962_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_809863c3-57ef-3c90-b415-be6a145908ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80a4f356-0aae-354d-9ffc-487e24d3b542_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80a773cd-a2ef-3f18-9c18-0c11db39f287_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80cf01b7-23e8-3f8a-99d6-0f07679dc202_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80e29781-594a-325a-92b3-229ddde39742_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_80ecc840-18b5-3adc-9dc7-2fb2a8eac3b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8129370c-68ec-3b59-8975-343d6ba9cfb6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_812fc0f3-80d2-38f1-a947-fa40a9a548d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_813bc404-c2f3-3617-81d3-a833a5e0006a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8153f0c7-b68c-361f-bd46-d5966a5058bc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_815f5f6d-8fa4-3856-a302-cc59976939ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8168f347-1450-35e2-9492-8e66a3eed49f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_817d5a9a-6545-326e-b03f-d95f0205dbf1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_817dfede-d5b2-3223-ae4c-33f1cff2ac5e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_817e172e-3c0b-34b6-aa39-a3ea5a438252_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_817ea809-eb3a-3fad-b595-2a461e673819_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81812aae-3b81-3491-bd1f-8de6ea713150_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81812aae-3b81-3491-bd1f-8de6ea713150_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81824c4b-565e-3237-8a6c-5a14229110a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81c14008-8115-3938-a0d8-e3191663f6f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81c79d34-be55-3ee3-af3d-c2f5e8107777_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81c96a1c-cd27-3758-b663-527fc16dd2d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81cb01ab-d114-3681-99e1-836142ec43bb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81ce6e7d-f57e-3b36-9a75-43c54ed954c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81d0d18f-7957-32dd-9a89-af263a17a0cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81d1fd1d-f3d9-3ced-90fa-6c6d5747928a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81dc770c-a50e-3d69-a109-833de99f7fed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81eb6c65-ae57-3b35-b5e8-32e85874a913_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_81eb6c65-ae57-3b35-b5e8-32e85874a913_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8204cf6b-0166-3943-8408-18c61ab4dc09_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8206d1fb-e5ff-3ac3-8200-8f8c012be6d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8206f8bf-242b-318e-a99f-2c19d53f6ea9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_820d8727-dcf7-3fa8-bbd6-57f9589c4ede_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82102a63-7e40-355f-81fa-f653ac4fdaf4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_822058d3-7cc9-3357-8332-bd00dc6b1d2e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_822058d3-7cc9-3357-8332-bd00dc6b1d2e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82217404-0216-3940-807b-d4392c891858_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8226fe9b-2929-3f17-9a6a-3f07db2df019_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8236e6c1-6f12-35f5-bfc5-7dffffe13b0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8236e6c1-6f12-35f5-bfc5-7dffffe13b0a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82438aea-b189-30d3-a0a4-f05eed7f061f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_824c74f3-c283-3d59-91b9-405fe339e765_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82621753-5b46-3216-9890-ab1b3d2ae329_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82621753-5b46-3216-9890-ab1b3d2ae329_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82714d38-054f-3b2c-bb05-26db7ef0517f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_827c554f-ae00-3c6b-b6fc-5dcf898e0423_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_827c554f-ae00-3c6b-b6fc-5dcf898e0423_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_827f52d5-2203-39b3-9360-0b776ff90ee0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82963fce-39fa-3be2-833b-86468bbb1ede_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_829ebb3e-ac0a-3606-9c2f-55b0ab8810a8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82af7177-8bc6-3a6b-90e1-b647629c6db7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82bc3bd8-ceaa-3432-9ba6-9d709f3df9bb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82c425f1-e4a2-3d4a-b60b-189e6161ed43_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82d7f685-af69-3cad-8aef-e2f0a3272e0e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_82f6cf47-2ef3-3e61-a0f3-b6dd879e7f67_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83006cd8-d28f-3a21-a973-ffee0fb65869_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83053361-deb4-389d-a9ed-8b6458d80be4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8319081e-d0dd-3a8e-b83a-e96a3b4be27e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83578933-5a22-3d2e-a2b7-e15cfe550d5e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8359a073-f752-3308-8010-c7415c3ab963_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_835a07e3-774d-3647-846f-adb57086caeb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_835aa362-0ac0-324d-9601-630dedfac6ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83626033-6d66-38a1-ac89-cc96129a16fc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83639434-95f0-381e-a356-c21d4a91ae19_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8365b758-293a-30f2-a0aa-1e1ce83f6bca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_837aa3e2-5a67-3ad2-936a-0b651f46d181_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_837e2c59-c9d4-3038-b3c8-afd0b39e399d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83862ed1-c817-3507-a94e-c2b6cea2b49d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83911204-64e4-33ec-b659-8a51c99aac85_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8398a7e4-febe-373d-985a-99e49f3d8285_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83b49699-a13d-3618-a72a-c713365973d7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83b4e80c-3bf4-3eff-a951-804733a37e51_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83b8edca-b551-36ca-8ea4-14bcd65b15f6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83c2ee36-ca7b-3793-8c0c-01287e6cf00a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83c68493-32b4-3d72-88c0-0352399a86e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83d2a062-a194-3612-a3cd-cee9a2811c56_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83dc167b-d75b-3679-a159-1ddfc6a79c42_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83f89f51-002c-38c2-9da3-8f3ff7aa1586_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_83f8e49b-8d84-3d10-9874-8ee0aef3604e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8401553a-9437-3b04-8b4a-5d7d97b3647c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8411116c-e4ba-3d86-8459-b942f0735bee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84130d2f-fc18-384b-8abf-5b54ccbe1610_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8418ee08-a718-3145-ba5a-7ff31ad1bdf3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84359eea-796f-3db9-a252-4de1aa2717df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8449c847-94c1-375b-9040-68009f0516d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_844d97bd-cf17-378e-a731-f1cf0ae9aee7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84537034-13d5-38f2-a501-fd78b33eadb4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_845dfe86-fa24-3ec0-8223-1253bc45e630_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84652392-5a12-328e-b8d9-550e4f635338_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84962bf9-20a1-30ae-b0fb-5a3a97fe6e83_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84983353-a47d-36fa-a0e0-ad25737e5913_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84aa3bad-80f8-34aa-9a38-e67969cd857f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84aa3bad-80f8-34aa-9a38-e67969cd857f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84ba9573-775f-3e79-9156-e555b75155e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84cee409-c3d3-3b5f-b778-e5d82cf34ad8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84de6089-fec6-383c-ad8d-00062e1688b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84eb64d1-c971-326c-8715-f8effb18c942_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_84f97a6b-a232-3033-984c-12d96c98ee0b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_850f03ea-36b2-3db6-90d2-be4acff5a8b2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8516aa46-ac8a-33fd-96f2-49eb01df16e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_851cd321-edd4-30b9-99ee-8d773ce87ba0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_851fdf34-69d2-3df3-ac54-a3740988d989_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85261803-57b7-32f3-b556-1a8bf3777f48_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85261803-57b7-32f3-b556-1a8bf3777f48_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8528df10-7597-3456-b8cf-72ea9e83db78_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8528df10-7597-3456-b8cf-72ea9e83db78_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8529ede8-7ade-3449-8c7c-26fbd1873637_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8538f04a-b1c1-3968-a3b7-f98f5ea0b905_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_853d1a90-ac6a-34d2-85df-ebb938a839b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8540c2bb-4bc1-33e7-82f9-db9468277f41_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8542b0c9-65fc-3f4d-972e-4d4465d8adab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8543169c-27db-364d-8add-44c7afc50594_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8543169c-27db-364d-8add-44c7afc50594_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85451fc1-db20-3ef6-ad05-41ecbecf8fb4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_854d9668-404f-3661-8b3a-50694290266f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8550e864-0dc4-3aa5-91e8-b6e97d6e8b79_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_855fbcc7-85e5-3dc6-863a-b2823f271159_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8569da13-593e-3982-8a94-12eabd75f25e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8569da13-593e-3982-8a94-12eabd75f25e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_856e1f0b-a0b5-3ed2-8a2e-91917cc2022b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_857cebc1-e714-352e-ab0a-e8344268d89a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_857eaa23-693c-35c9-97fe-0ba533fc4d15_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85833c64-ecec-38f6-9fb8-b5b44b50b292_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_858394f3-036a-3d62-bc64-8d345ad76ca4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85861777-3ee8-3ea2-9a5a-03501f8e9a60_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_858a87b2-4945-3f6c-a8ec-28f5bfbf4062_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_858a87b2-4945-3f6c-a8ec-28f5bfbf4062_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_858ae9cb-df5a-31de-b742-b95ae49a01e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85a74d39-c8d8-3be9-8227-851ec67cc998_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85bc1dd2-7164-3e7a-9e38-bc780735803e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85bc1dd2-7164-3e7a-9e38-bc780735803e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85bf037f-dcb7-3d2f-83ee-ff3010b4ed13_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85cfcd93-ea6b-396c-9bcf-b83ca4180719_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85d79d83-e050-34a3-afb6-f8f93e1de81f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85d88e86-5ebe-3b7d-b2c5-ac8d26489012_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85d9c60a-cc68-39f1-b6ee-c5e398016025_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85dd1278-5c97-3836-a262-c428fa0700d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85e27a3a-4ac0-334b-83a0-b3610b7c3bea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85fa4cd0-6515-3ee1-a524-baa4e772234a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_85fb18f5-c876-39cc-aeae-26a4973cc25c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_860179cc-7916-3a3c-9b24-c01a12198273_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_860d3eb8-f010-3319-8829-709f1f8df1dd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8611edf2-cef2-3b62-bd22-15a6229a1233_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8633aeae-bc61-3db9-9a3c-f11a293aca64_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86403da7-5ac1-3971-aac0-b168956c2671_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86507470-95fb-330e-8da5-b9d7216bff21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86510fad-9bbd-3aa9-8246-ac4f94bf128c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_865636b7-a091-348f-9606-680b2941fc8f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_865f8d37-e161-36cb-a6cc-a76a0c696561_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_866f4248-5bd0-35de-a958-32fdff51ce06_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_867c712b-497d-313c-a745-a96878e9c85e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_867d3a99-f115-3767-9669-7a3944950e76_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_867d3a99-f115-3767-9669-7a3944950e76_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86934bc6-596a-3acf-91e5-ad7c0f9f87c7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_869365f1-4f11-32d0-be73-9513eef0fbd0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86b50c7b-e712-3189-a950-dc527c3726a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86bb7d9f-5774-3342-94e1-553020232594_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86bcde85-e623-362f-af1b-6ce53c58e082_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86d455a6-6dc8-38eb-8dfd-245f399e2837_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86d6378e-ee29-3d35-8d3f-fa1bbb137901_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86d67f35-f06a-399b-a619-62f63611eb72_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86e6820d-1cf1-3bfa-b795-839daed1476d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86e6820d-1cf1-3bfa-b795-839daed1476d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86f72f8a-773f-3065-995b-cca3633b1d47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86f72f8a-773f-3065-995b-cca3633b1d47_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86fab111-93f6-3881-be3b-f0b40a848967_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86fab111-93f6-3881-be3b-f0b40a848967_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86fae751-ef29-3cf9-b42c-dd6b2ac3bd9b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_86fae751-ef29-3cf9-b42c-dd6b2ac3bd9b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8703b073-c8c9-3f69-bc7d-d9bd5a76ef15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_871281d9-626c-39c2-b5ef-2bc5621d8965_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87179838-1fb9-3b82-9d34-b996754c0b8d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8720416d-e48f-3d86-ba8d-4519e66f630d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87244382-d808-3b7b-ad5a-36f2f2499605_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87289927-3eb5-30a6-9d8d-3c8dd4a697a4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_872bee45-d0a8-35fa-8023-41c139a10bbf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_872bee45-d0a8-35fa-8023-41c139a10bbf_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_873bac32-22ec-31d5-8b06-ed1e1312e376_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_873bac32-22ec-31d5-8b06-ed1e1312e376_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_874f1a85-fc5c-3696-ab11-200fbc4f896c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87550e22-d48b-3a0d-bb6c-191389bed2c7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_875a2de6-9a02-39eb-bdfd-baaa47378ec4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_875ff3e4-5671-388a-9722-cb41813b57cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_876085a3-47a0-3d82-8972-062335f9a8f9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8764d3fb-b4a8-3f66-a840-472442d9478e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_876bda2b-24e0-3cb3-a123-8798a07bcea2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87706d13-f57e-3af7-a1f2-99d4e2565ddd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_877252cb-feb7-3dea-bab5-f64358ee5ea1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_877252cb-feb7-3dea-bab5-f64358ee5ea1_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87776b17-ea67-357f-afbb-6c5486dca0ca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_877b8635-b0f4-30af-9804-be6a63716c25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8788b247-4e87-3ac8-8945-827fb2cee565_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8790953e-0bd0-3cfb-ab13-ce8879048afd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8795d54a-9fce-3430-b441-7a7366321898_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_879b88be-1edd-3ef3-8bbd-d7710c52e24d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87ab3e2a-8fb1-340a-945b-8a61b4482fb1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87ccf5aa-77ef-32c6-9f67-3def96c28b7e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87d22548-a6e1-370d-af8d-e00dd89cc3cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87d22548-a6e1-370d-af8d-e00dd89cc3cc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87e74b48-6dcb-3472-8288-9c427c871323_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_87f16005-3910-37ba-9df1-7913092c94c7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88052624-72df-369a-a25b-5ce1e057fd8c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8810d1d7-f5cf-3794-b831-09b559e797d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_882d6369-9e3d-373a-8a05-34517a669ba4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_882fc261-8230-30f9-8ba3-f0016c521104_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_882fc261-8230-30f9-8ba3-f0016c521104_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_883428dd-ffbb-33fe-a655-a6412d992643_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8835c230-0683-3307-bdce-f33d73febb2e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_883990f9-c23f-3696-8bdc-55484b6daf84_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_884f741a-83fb-3dc1-9adc-b635043077ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_884f741a-83fb-3dc1-9adc-b635043077ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_884f8ee2-6280-3fba-8dcd-0b852582845a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88517f4b-dbe9-3bd5-a8d4-89b262c062ad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_885f9545-01f8-383b-978e-376e9d237fa6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8863e472-8ec0-38ac-a743-2b075649b423_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8865f0b3-1a1a-37ec-ba44-61050ef4239a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8870d85d-efa0-3455-803c-1ff32bf36385_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88842bc2-cfe1-34e7-8eab-7d5ce83e05e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88948c74-9588-3a62-9751-4ff298fd8223_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_889950f8-881c-3170-aaa7-1760aee07229_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88a350be-c737-3d7d-ba89-0ab739f2c871_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88b497e0-1301-30e3-9bda-40058482c8df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88e76ea3-7134-3523-8c69-23f3d1e4dbc0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88f1bd67-949f-3256-a1ac-d53f699d2169_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88f55d25-39e4-3bb4-8a2a-c53691408a27_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fc3c4f-8fdf-33fd-9709-b0647f31ecce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fc82df-923d-33d0-b73a-d728f07a16c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_37_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_88feaa37-d8c6-3729-b865-d2515fc5b9fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_890661c9-6cde-322b-af2f-9547a5cba5ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8906efa0-630c-3cd7-bdd0-db83d203b9cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_890cb400-77bf-3453-9589-3f40d4632158_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_890cb400-77bf-3453-9589-3f40d4632158_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_892585bd-ea08-3d6a-b595-daa5f090d899_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_892bdb2d-dfce-30ec-a884-d0fd588ec3cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_892cd1ee-4108-31a1-bcec-79dd3c50f479_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_892d72b4-3c34-3efd-8b21-4e32c02e4823_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_893623a2-8ec4-3512-a6d7-18c504cc86d7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8937fb0f-203e-3013-9a08-dc9d4bc6f42c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8937fb0f-203e-3013-9a08-dc9d4bc6f42c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_893c79b9-f7bd-3c3d-a922-cfce5d2ddc78_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89402357-d929-3f7b-bf71-c6774d330cf1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8949dc89-086f-3082-908b-94f24c805f64_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8952c6e1-d4d8-36d9-80ef-4132fc442619_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_895408d0-94b8-361b-a15f-2e88a447ad48_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89592a9e-e7eb-377e-b788-b94aae182645_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_896563b8-32b3-3acc-ab54-39222fdcf0aa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8965dd28-7673-326e-8e00-f1ca33d3d6c5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89664681-166c-3206-8f79-bf45efd64463_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8969b54b-d34e-3fba-8858-ee4011e76668_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8981e604-22bf-33c9-9ff8-c4d78db8c6a5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8988aa11-6ea1-31f6-b2b3-b26348dc4e00_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8988aa11-6ea1-31f6-b2b3-b26348dc4e00_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_899fe339-d408-3036-83b8-c2a9f8298287_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_899fe339-d408-3036-83b8-c2a9f8298287_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89a02b1b-94eb-33a0-af8f-c72e172c017b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89b477fa-a9a6-342e-9d85-961fb1db786c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89b8d03d-8239-3d92-8880-ac7af22489a8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89ba7aba-5100-3a42-bad7-63e31b2ab77c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89c09af3-6447-3ca0-82ab-b30ca59e318a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89c1067a-5c89-3838-b0fa-3996dee3e1f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89c71524-bb46-3453-ac86-3be51ebbff55_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89d8ba57-cce8-3b78-b726-8fd5aa72b3b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89e698df-aa41-3296-bcb5-26dc4ca1ea3a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_89f5872e-e9fc-3a50-9164-6104dcc394ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a011570-654d-3d64-a7f5-a07467559e60_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a095bc4-4a83-308a-a835-643cff80ebc4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a0f644d-3b2f-37d0-a340-338589335ca1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a12a2e6-7794-3424-8b8a-96f1a9ec4bf8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a1966bd-c4bb-3fe3-a6bb-0f70e658019b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a28aa43-37c5-3393-a697-97165dea4ded_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a2b13cd-3c7e-3aea-b432-c8bb3bd943f5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a2f4f23-6373-383f-80d3-44af398a21ed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a4b7148-5a1f-3b89-907c-f69eaa4bae9d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a4c9638-20e0-31fc-8af5-30950273aa1a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a59b74a-80bc-3b61-bbec-f55c3fb75796_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a69d281-ecc6-3715-9e20-c3b70f6cc1d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a6d4ff8-7c51-39d9-b120-f5885c244acb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a734a6f-6fd7-34ff-a417-ba97ffd03b05_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a78b16e-93f3-3407-bf91-d8c289a0f58a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a7ce094-ad81-3c39-ad6b-62eb7fb7635b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a82ee29-9d77-3c8e-8592-7713ecb85b1d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a8416f1-d5b2-3a1a-9fd3-9435fb521431_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a866543-1b5e-3300-b9fd-701009467086_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a8c616e-6371-3233-aa5d-30d4ed3f3513_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a95a0bb-0140-34bc-92fc-6f6e8f727fad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a96b709-1be5-3577-88f8-5d911fbd4fae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a98c22e-4884-345e-bbd6-56bbe31f1716_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a9a37af-6a68-32be-8e9f-b555ea32b6d6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8a9a37af-6a68-32be-8e9f-b555ea32b6d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8aaed4a6-f740-31e7-9617-6b2d4a9c3648_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8aaf98b1-a0ab-3555-8e08-00962a2f67a9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8aaf98b1-a0ab-3555-8e08-00962a2f67a9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8abacc8d-8ebc-3d62-82de-8bc12bc72ed9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8abacc8d-8ebc-3d62-82de-8bc12bc72ed9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ac29915-e96a-3fd5-91ce-bd5b5eff09cd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8acf639d-1459-3f14-99f8-deef76f8375e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ae944e3-0ed3-336f-887d-3bff4008a4bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8aed0e87-877d-3de8-ab85-71e31064d592_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b12f766-4433-3289-b29d-c1717f837de7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b1f2a37-9a7c-350f-84b1-fc3feba4b372_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b1f574e-5465-3897-a1b0-08f6fc621b3d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b27e925-e154-3b6c-9771-22c5445093cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b27e925-e154-3b6c-9771-22c5445093cc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b285d37-c742-3a3d-b5a4-aca4ddfb2856_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b2b9b11-bf39-3085-8dc2-5074b6df4a48_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b5d9c39-666d-3215-bfaf-49b3379f8fe8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b6031a8-b7d5-3ca4-8c53-0b9cfb5dcdc8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b6031a8-b7d5-3ca4-8c53-0b9cfb5dcdc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8b74f005-db3b-3ad6-8bab-c70e318075ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ba94b2a-1d33-3109-a99e-7205d72644ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bad38ad-491a-34ed-a690-5a54071a2c3e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bbd9a29-453d-3305-bba0-d45fac056a70_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bbee198-7e19-3de1-b38c-6c4207d62de6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bbee198-7e19-3de1-b38c-6c4207d62de6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bd3f757-3a35-3de9-9c29-67907f0987d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bdf47b8-a053-36ab-8e8f-8f2f5b5df029_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bdf47b8-a053-36ab-8e8f-8f2f5b5df029_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8be4d393-ffa9-3ca7-9489-3c36318c35ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bef492a-c593-382a-8cc1-8465b553857e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bf37d8e-40ad-351d-8607-426916fcc738_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bfa01b0-e734-3c7a-a95e-d7dced227101_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8bfa01b0-e734-3c7a-a95e-d7dced227101_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c05cce2-89b2-376f-a284-e567dd07f2e3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c149f86-ac15-32a9-a18b-bb3a6d72cbed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c158cf8-b0b1-335b-b3e3-3b18f27617af_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c285a3e-092a-3e40-bab0-ddfc3f8e8e65_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c420731-450a-3bae-9cae-57d5d99dcebc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c55ffa5-7a95-3c8c-8af7-272e58cec67f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c55ffa5-7a95-3c8c-8af7-272e58cec67f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c5e2ce5-7218-36bb-b085-4e2b52f8b6d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c698cbb-cec8-381e-9b05-1ca550016755_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c698cbb-cec8-381e-9b05-1ca550016755_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c7593df-08fd-3505-8eb9-f16af1a2ce58_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c7af0f0-3072-3468-a772-393848d5b112_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c7b3b0e-b051-3719-be93-0657837ea6ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c8289ab-6e01-32f6-ad2b-cc92f4ea0ce3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c8289ab-6e01-32f6-ad2b-cc92f4ea0ce3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c884950-e3e0-31f7-99f2-0f9a32602c07_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8c884950-e3e0-31f7-99f2-0f9a32602c07_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ca01ebe-ea84-33bf-889e-2beaced6e5b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ca01ebe-ea84-33bf-889e-2beaced6e5b8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ca352d6-035d-3bf7-a530-777be372ef84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8caa72d2-741c-3f70-9e4f-2bbcdf8bbb64_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cae6d7d-705e-3627-9799-f825cfa28615_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cb4802c-0561-3cfd-a575-73177fa35a56_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cb5c755-16a3-30e1-b515-2c3b16bb67b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cb5c755-16a3-30e1-b515-2c3b16bb67b4_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cb5c755-16a3-30e1-b515-2c3b16bb67b4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cb5c755-16a3-30e1-b515-2c3b16bb67b4_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cb5c755-16a3-30e1-b515-2c3b16bb67b4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cc4eba0-cc36-3670-8e1b-af6293e9f523_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ce025c8-5861-3bb5-971a-50841612b458_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cf896f6-e7d3-306d-9859-45524f8d176a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cf898f0-43f3-3691-9cf5-9d5880057297_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cf923e2-ceba-31bb-84c5-81a9740f3349_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8cfc1b9c-420e-3d38-a92b-dc736317480a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d0e2647-d948-3eb4-9894-e2b0cb03c457_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d116422-706e-3d84-a4af-fd939f5b2c2f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d116422-706e-3d84-a4af-fd939f5b2c2f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d153e50-f161-36a4-ad2f-2939772a51bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d1704bb-bf53-36d7-9088-395ebfa3a5f5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d1e88b6-1b93-3dad-8d80-cc34902b8bc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d1e88b6-1b93-3dad-8d80-cc34902b8bc0_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d1e88b6-1b93-3dad-8d80-cc34902b8bc0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d1e88b6-1b93-3dad-8d80-cc34902b8bc0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d23fa56-b14a-34b7-9f14-336d23021311_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d2585d0-9f04-3d01-a32c-1e123d5fcfb0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d2684a5-c0fc-373b-9d0d-5c82d7a9b994_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d2e10f0-31b8-340c-9b81-65cde8e26d0a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d2e46ce-8225-3235-b1c8-cb51dcc5b018_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d2fbc3b-6044-3a22-b9d9-cbe9c7f9ad6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d354a34-e7f9-3b11-8a8a-1119de8829cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d3a48ca-356e-381a-8be6-a6ce959ae904_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d3a8d6b-d561-31f2-82d9-3fe3f4eb9c7d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d564c3a-e766-3cb1-9d2d-82cd0a43f8bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d5b80ea-8894-365a-b09a-ad2973cdc1fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d6c9781-9fb3-3059-a08d-1d46cd99c0f5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d76d5f6-2ba3-30c9-bcc7-714aca3ed639_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d871a44-93ef-323e-b80d-a17ea0165e3e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d907799-5b6b-36f1-b796-e3675bdfdb97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d907799-5b6b-36f1-b796-e3675bdfdb97_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8d92068a-3393-335c-992d-c8e73f69908d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8da756f6-f5c8-3ff4-b579-698a0dd0866b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8da76850-449c-3d6d-8dab-6f96fcdb1144_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dbdc541-dcce-3ee7-87f3-d80ebc726d63_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dc1089b-d008-359e-b89c-254f18af5ef1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dc32480-8c57-3617-877b-8cddb0151eb4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dc3efc8-3db3-39c1-bfaa-04ce957fb902_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dc6b46a-abd4-3faf-b8a1-1777874989a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dc6b46a-abd4-3faf-b8a1-1777874989a7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dcdba38-95bf-374e-9827-0ef76d2343fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dcdba38-95bf-374e-9827-0ef76d2343fd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dd06dee-b05d-3984-bb80-9fd934398748_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dd3c2b5-61ef-3fc0-bb20-e73837fb1716_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dda6b64-275f-382c-86e4-3720a208644e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ddf65c7-9d1c-3172-82db-c54097967075_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8de25449-813f-30b3-8050-b3af45c62f87_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8de7c552-3330-3de0-8b90-becc0e500530_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8dfdcbd0-c016-3944-853a-c0718d741b7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e03e99d-313f-3799-9efa-3a7854766ea5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e1ef404-d3a0-3b17-bd6a-4e5675ed6ca4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e23b7ac-77c4-363d-aadb-468428b1427a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e28b9dc-9cc2-3fd9-86b9-92e6846a63ef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e304e18-6c51-3dad-ade7-73658746dd2e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e3fc053-509e-399a-b835-82bb7c8ace8c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e4789e2-75d5-38cb-8122-d71ab82bf5a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e4e0e96-679c-3fdf-b6bf-77f7afadee6d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e560f51-258e-3e55-8c37-b6a12ab06985_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e5baa41-659b-363e-a48c-4f9805da9db4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e6a1626-ab9b-3b79-8a22-a05aeae2dcb9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e6a1626-ab9b-3b79-8a22-a05aeae2dcb9_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e6a1626-ab9b-3b79-8a22-a05aeae2dcb9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e6a1626-ab9b-3b79-8a22-a05aeae2dcb9_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e6a1626-ab9b-3b79-8a22-a05aeae2dcb9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e751bbe-e1ca-3311-a221-96d3ff710acc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e784d21-78e0-3e95-ba66-c7d2fcffe6a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e7f42d1-0ea2-3d48-b217-f3a62941e6d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e8d63b7-f9f9-31f7-aa0b-c3102d9e38e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e92f0e5-f985-3b30-9589-8e6735bb3ceb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e9709b6-5e97-3b2d-a673-61e7a08d61de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8e9c04e0-10cb-3ca3-9f38-ec7eee008932_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8eaf0bbc-8fe3-3f73-a84d-127630752ab2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8eb3eb8a-430c-366f-9e2d-32daf7cb62e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ebff7ce-7367-3543-a9a1-2921b6455e25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ee2b3b5-ad71-3933-adfc-1ffef6e8e47e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8ef33c63-d079-3d47-a339-48513104a881_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f0bdad6-2000-3df0-9118-d55de97948eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f0f8cef-58c1-30c0-9ba7-bb9ea1772e45_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f23f6c5-4133-3708-89da-c0ef66a084e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f23f6c5-4133-3708-89da-c0ef66a084e4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f331280-a0f8-3898-a780-c1cac754778e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f3626e3-452c-35e0-b61c-a72143b60d7c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f3a8535-e468-31f6-9350-5786871716dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f437189-feaf-365b-8532-94e7a0bf85f6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f4dd3d3-6f2c-3aa0-b99e-1aa1a7c42e25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f607aea-da6d-3428-aaea-ed9e3b7641bc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f63be5f-601d-3a51-9899-9854d95966a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f63be5f-601d-3a51-9899-9854d95966a3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f6a6623-67cf-3067-a507-0d311923faaa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f70fe81-98cc-3b89-8c62-909faf641238_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f763510-45d1-3f1f-b6d6-21ccde50f33c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f7fa108-01dd-3360-9b6c-5334a0ec1eae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f854555-7597-3b0f-a958-efed0b9066b7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f92ed67-4396-3fa7-9fd4-145c94344a68_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f978b3e-142d-379c-804b-eabf9cc35100_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8f9cc746-5478-34d5-a048-7fe45442a6be_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8fa4d927-9f54-35c9-b1f3-8f7aebda8d94_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8fabeeb2-c64c-329d-8da0-b5acad34a86b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8fda504c-1f39-3e24-81e2-a0546c19fa4c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_8fe2bb95-bf4e-3666-9b9a-591a70fac584_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90026aab-022e-30d3-8691-6205f4336976_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90037d5b-6dea-36d9-a686-f95a018c83fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90073ba0-0233-3d11-bd9a-afdf33d43bab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_900e7322-8b56-3210-a0cf-30e1bdf56628_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_900e7322-8b56-3210-a0cf-30e1bdf56628_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9011f5de-006c-312d-86a2-919926b4a035_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_901aeb03-6dfa-359c-8435-b08ba0d96479_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_901e0ffd-b33a-3ab8-848b-56698e61ef65_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_901e6d2b-9da1-3a79-9996-c937500baf3e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_902cd560-c623-30bc-89a4-6c7547f665be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9031e5d7-5bcb-3be0-b7b5-7bf1a25e7906_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90367c31-f8ed-3782-97f1-079a646afedb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_903d9ebf-3ea4-3861-9eb8-31eab8743b1c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9040b372-c776-3a43-9a7e-b0bb6a741488_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90572001-e574-3f3f-b240-dcccc6cc805f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90572001-e574-3f3f-b240-dcccc6cc805f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_906628d5-3caf-3034-a730-742613911eea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90669cf5-8d00-3e48-8b9f-9f5f9c75f2b0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9070cdcc-7be5-377d-b5b7-5e967e41a9bf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_908817b5-bace-328e-ae63-88012962c6c2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_909ee3f2-93fa-3aa1-85b0-c4bb8faf2c56_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90b5155d-2396-3d51-a25a-bf45ad795cc2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90b7909b-c8ce-322f-89b5-febb78822bbb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90e309bf-023a-34f2-895b-187a88db769e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90e3334e-4511-3eeb-9028-2232f017b4ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90ec4fb2-75b9-35bd-8640-6c86b7fba3d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_90f8a11f-50ca-3114-b811-bb079e28d498_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91013682-bce0-3b39-b9da-11a18655f576_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91134861-8c4a-3767-8745-11d3d01421f6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91134861-8c4a-3767-8745-11d3d01421f6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9119be8b-c5d9-3c7f-b20b-9b0f745428de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9119be8b-c5d9-3c7f-b20b-9b0f745428de_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_911f9262-767a-391f-ae6c-e48d41ee421b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9128d2db-7174-3527-9663-d6b18da0a249_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9143e3e5-69e9-376d-aba2-543e1dfe8de3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91591c82-3e84-3dce-bb19-f32c07ce4c60_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_916ce07d-3c58-3b8d-99ad-a160050ba101_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9178ae6d-3774-35e3-b4cb-e32fd17ea83d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9182bdc8-826a-334e-a95b-5e4d5df9a43a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_918f1f37-b0ee-3bdc-8784-cdeb21fecad7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_919258f6-ec33-3f50-b2ae-f2c5e57a2351_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9197af48-becf-3138-8f97-861663cb1347_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91a21fdc-6ec0-3677-9900-d52509bdfc8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91d0c922-69b8-3847-944b-075f2c29748a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91d38ca4-8d75-3ef4-a821-9a7826383b61_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91ebdda9-40a7-3e34-b65f-200d19dc0977_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91ee01dd-3fc0-3481-8ff3-f13e31c9ebb8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91f0e210-72e4-3b2e-ac00-db30f08503ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91f18e18-2c18-32dd-8a96-6fe9ec19dd1e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91f1a6fb-049b-3784-99aa-6ac3806e1ef1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91f6fe4c-690a-3b3e-a5a2-c0258ecc3a41_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_91fb4a51-b5fc-3565-b70d-1fc2bc42fb04_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_920d5427-1bbe-3cab-8602-b9f93f80413c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_921e8d79-c05e-326d-bc7b-39aee68e171a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_921e8d79-c05e-326d-bc7b-39aee68e171a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_922e618c-52dc-39a1-b3a0-d298e2996733_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_925ce447-1be9-3bd8-9727-2527ca09e0de_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_925d6341-d40d-306c-9774-286afe0ac3a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_925fb31d-a726-384c-b512-b509ca746f77_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9267e8dc-fbb0-30f2-9afa-1dc3b2159239_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9278cf36-fd1a-37b7-bfdf-1f657d542473_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9283501c-709b-3423-8f83-718f9150b0ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9284bdb6-406d-324d-a107-290daa27a530_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9292a17c-0ca7-3125-a8ac-5d3b2195d610_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_929440c3-0c81-3d3e-bc52-adec5a968eb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92a0d801-072e-3702-9346-f0d59c4138f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92a0d801-072e-3702-9346-f0d59c4138f9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92a69c29-0a94-3b36-98ed-78112456ad28_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92a69c29-0a94-3b36-98ed-78112456ad28_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92d0f6df-5d0c-3d3a-873f-2a5406b0425d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92d1f65f-35e5-344f-a46a-5382feed6ee1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92d1f65f-35e5-344f-a46a-5382feed6ee1_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92d43628-dadd-3a45-9197-7e8d94205aca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92d5d3b2-ee07-3cf6-8557-943b3676f3ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92dd36e7-9f36-3f41-94c0-8499de921f13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92f16dd1-4823-3a12-a8c8-3fd6a45f9efd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_92fd505a-fdbe-3828-9fef-8354d9634d1b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9310ecf1-2d53-3bc6-9c11-a8eca93b8bfc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93207587-78ac-331e-b3a8-a9ac71eb2493_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9325cc94-0862-3224-bcde-e073d9a4e9fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_932cee15-47fd-391f-bd42-b7d6420f625a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93362809-8621-36b8-b496-9fee01e98197_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_933fff41-df25-35ff-b6d3-3458aaf35d30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_934723ff-0996-3344-90bd-ccabada10ba5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93531956-075e-3daa-a89d-bc93c7b9c078_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93537f0c-9c2e-3a97-bbd3-bed003cb2e95_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9357804f-6dfb-38a8-92b4-31ee3f4d40a8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93654f82-e569-3829-8578-d695b23b15aa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93769fb6-3a35-382f-bd8e-3fcae4027680_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_937cba13-3a7f-3f52-a37c-5a5de45b438d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_937cba13-3a7f-3f52-a37c-5a5de45b438d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_938a0f1a-1fee-369e-a504-52e781f4e7ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_938a0f1a-1fee-369e-a504-52e781f4e7ce_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_939ea075-bbdd-3b96-8263-29781f079f6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93b232fd-ab45-3cad-9ab1-3c33880de613_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93b47651-2da6-3a1f-abfb-666600e9b904_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93bcbf7d-2126-331c-9e56-bff385188a0f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93d92409-d3c6-3025-96da-120c91eeb745_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93dbd1e7-e978-3a44-9a6a-b944d8fffa51_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93e4fdfb-eee6-3199-aeb3-c7e37ac047dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93eccc9b-fe3d-35bb-85fa-7935e500faa9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93ee8139-0e24-3343-8a22-5a34797fbf5a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93f0f3f7-1450-3ea5-a7f9-8bf053840933_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_93f9e0b8-7a15-38be-b6cc-5fd94264a8d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9403529b-9352-3265-8715-da5b79064eb3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94053661-63fb-3362-a15c-bf37b597770d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9406447d-1433-3300-8d29-cd3ec247fff6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_940d3e3e-c62b-3767-a3c5-c591a8bb6e10_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_941582a6-4bde-329d-a53b-5789e745f66c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94159824-fd64-3ee3-bc0d-1c593e7c05ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_943dd36e-3861-3b44-bf95-3de5e4ce2112_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_943e4ae9-3155-3425-b09d-0ea19573761b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_944769ef-8d06-365f-8d10-08565a2248e3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_945a19a1-c4bf-36b9-be54-692c35c6bd9e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_945ecade-1385-32f0-93b2-b9c83dbf0dd5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9460c7dc-3282-36bd-9b5e-08448f94299a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_946a833f-0099-3974-96e2-11f2b58fca3f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94737a1f-7276-31d3-9fa6-5978a111dfd8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_947f1096-6127-32b3-b584-31df7cbd5b49_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9480af60-d085-3f13-b946-b90106169db6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_948681bf-9db9-3dbb-991f-c529068713fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_948ae6ea-a5db-3442-983d-8aa6c5492382_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94a4ba10-8f8c-3846-9d17-3b36d9e417df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94a4ba10-8f8c-3846-9d17-3b36d9e417df_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94b34730-ae44-33ef-8aa4-f04ac2ff78ca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94b74c60-e8fe-3942-8bbc-a4deca9b3a77_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94b74c60-e8fe-3942-8bbc-a4deca9b3a77_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94b9f003-ae18-3495-9a5c-2741a8853032_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94cc9cd9-e32b-3f66-bc21-e93bc0eef40c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94d43dc4-cef9-36c7-a737-9300d57849dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94d4a4ee-13c2-3ba3-bc2c-9acba3e4cb99_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94d7d82c-7efc-3988-bd1d-be0f42afc38a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94d87bf6-9cfb-3f61-8e7c-a071059043bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94e41f03-c3b4-31a8-9e35-bc1fc3cd37ed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94f05239-549b-320d-b40c-29bbf1a47840_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94f31cd6-6ecf-3272-9062-9a7787cb1d98_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94f7650a-4208-39f3-b7a6-e011b67775e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94f7650a-4208-39f3-b7a6-e011b67775e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94f96c80-8730-3719-bb9e-c7ec40729d5c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_94ff16f7-44a6-3293-a7df-dc46bfe2edf2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9506b78a-0f4a-3296-80af-39a4c5da0a8c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9506fedb-9f02-3a08-99b1-7b9b88d7997a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9506fedb-9f02-3a08-99b1-7b9b88d7997a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_950e7cc4-6e5b-3147-92f4-ea5caaf9e4e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_951879b8-33e3-3bbe-ba59-deb5c01f3006_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_951879b8-33e3-3bbe-ba59-deb5c01f3006_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95256471-c90d-3568-be5c-7380908cd029_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_952b0c6e-7089-35c7-b32b-c7621850d981_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95361e9e-ee3f-3e72-a141-0990f59d5866_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95407f5b-27c5-3da1-8d95-16f29d8cca93_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9549240d-3cbd-3074-b2d0-d29889ea7595_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95500daa-2be5-3dd2-a3bf-4c30345f4633_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95518c64-1d85-3d68-9552-84c0e72025b1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95599605-9e90-32d2-bbe3-a1305c95cc93_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95599605-9e90-32d2-bbe3-a1305c95cc93_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_955f6867-5c2d-3614-a13f-30d8a31a3392_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9563b188-d95f-3be3-ba0c-8efd3d26e641_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95689b1a-4037-34a0-9ff4-6983f0d9fa6d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_956e1b2f-389c-3d42-b6d3-4b40168c0da1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_956e1b2f-389c-3d42-b6d3-4b40168c0da1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95708021-4918-30ea-8944-e005ca5cf014_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9570b715-253b-3912-ba06-d9b038909258_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_958b484a-a066-3684-bc13-d9eeb8c5fe98_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95a27af8-d7d6-33cc-940d-ba0282f9a1cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95a27af8-d7d6-33cc-940d-ba0282f9a1cf_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95a4b3b3-cea8-37c6-9d07-3a4280b4a18d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95acaeb3-bda8-35b2-9c1b-dd670bf5d61d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95afc975-c637-39a2-9dc2-1993a8d3f405_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95afc975-c637-39a2-9dc2-1993a8d3f405_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95b8104b-770a-33ef-9b4c-c67d5705f963_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95c498f6-8a2b-3cad-bb83-a9897cf632ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95d7f4a4-4f84-3a15-ba09-1ccca38b78db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95f4dc4d-2b2a-3162-9888-a9159413df11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_95fce19c-3a38-3941-8187-72c4c0e56606_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9601d488-28b4-3d23-91c6-72d75a6d1ed9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96085940-6422-3d6f-ae84-2eb0a27b7d1b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9615b88a-6aa4-3a44-89c9-5e14267295f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_961ec2a9-849c-375f-9fbe-cec401d34ab3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9622562c-7374-3b7e-a615-c7d2d9791a77_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_964440b0-1a18-38e2-b21a-4d0c5f5b9bd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_964440b0-1a18-38e2-b21a-4d0c5f5b9bd0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_965602e5-0856-3588-83f0-f44d7cbd36b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96635772-ada9-36d2-9e65-b1d7b68e7a35_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_966b85af-3368-3f79-a2d1-bce6f05532f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96700530-109b-34d2-9274-319c9a7f7bf4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_967e3f9e-5716-3e49-abce-2c3ead8cd330_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_967f71fe-7f1d-39c1-a408-a4a2b092f805_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9685cecc-0e20-3f92-8d83-7a836568eb70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_968ca0e0-f91c-39ac-aed0-f29e895d4688_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96a1795a-98b5-3ca2-a43c-4ae42583bc51_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96a19d64-f1a5-3f1c-a3ae-160e8238716f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96a19d64-f1a5-3f1c-a3ae-160e8238716f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96a501b7-0bc5-3bd3-8f23-b41aa66a0863_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96c4002e-2616-38e8-bf21-8d3a7c50d88f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96c98945-ce59-37a0-aabc-5fdd4c82d8d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_96f47ecb-28fa-35e9-bb3a-50c713b77125_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_971e7ec1-6a17-344f-91ed-1cad49fc1b8c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_971e7ec1-6a17-344f-91ed-1cad49fc1b8c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97314548-d871-3930-832f-cdb46d635bce_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97401ad9-eff5-347c-9b7c-9554a1d5beb3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_974c7b80-851f-35b4-a262-49743279fecd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_976be749-993c-314c-a513-d33308afc2d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_976be749-993c-314c-a513-d33308afc2d2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97731c0c-d3c5-37db-b329-ccc720ceb088_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9775dac6-5cb6-3592-bfe8-1fc76761347b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_977ec8f4-ac2e-32dd-a472-4a5b553ecf4e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9784f2a6-67ae-3cdc-925e-d916b97e4a64_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97890800-6f80-3745-ba84-1d2d9243b8cc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_978dc52d-6c67-3369-b2be-b81410dd6261_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_979102b7-d5b9-3b20-95ba-1ad705909042_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97941b4b-1dc5-3566-bc4e-d82010517457_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97ac5a4b-11ce-30b2-b635-1920191c8ce3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97ac5a4b-11ce-30b2-b635-1920191c8ce3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97b12b8f-fdc3-3214-b60e-4b83bada691a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97bd2b68-b8bd-30fe-a190-77bfcea3b016_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97c63492-8e63-3c06-b1fe-56a629ef1bb5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97c63492-8e63-3c06-b1fe-56a629ef1bb5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97dd3e54-bcc2-3cba-8cd3-eef134026b3d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97e2c9aa-6279-3cee-aeb2-0fde66a3ddd7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97eca4ef-36e4-35be-a024-d44161c70fee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97eff1f1-a423-31a3-86d4-9d1985ac275d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97fcba40-f16c-39e6-bfa4-d1dd82616f7d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97fcba40-f16c-39e6-bfa4-d1dd82616f7d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97fe4928-0f4b-397e-93d4-c31f18d470fa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_97fe4928-0f4b-397e-93d4-c31f18d470fa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9802663b-27da-303b-b880-5b8b09460eaf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98056d00-1536-377e-a13a-0376f42c1553_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_980bc504-0cc3-325e-95b0-a8554215138a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_980bc504-0cc3-325e-95b0-a8554215138a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_980dec23-931e-3399-8bfb-2b321c7bba84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98258aee-a42b-314d-8c01-5b80e2d16a0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9844f047-b74b-360a-b334-59983b46fd1e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_986496fb-c07b-3efc-adb0-d94b692d4ef7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_986717d4-cf0e-34d1-8a74-d57217e2eba3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_986717d4-cf0e-34d1-8a74-d57217e2eba3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9878cd31-d007-3159-9b6b-47bfb8091fe2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_988d464c-33fa-3f6e-b4c4-225e35976727_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9894b769-5098-3d92-bcf2-040224af2ca6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9894b769-5098-3d92-bcf2-040224af2ca6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_989f9f9a-0dbd-32cc-b42e-23853189f29a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98b0a8ae-4cab-3d4e-918b-a15027655a9a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98b2b070-2620-34c7-96ce-529850793769_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98b8d86e-2cb1-357d-a81c-4bcbebd18ce0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98bb1ec0-3b13-3e16-8d44-a251e0755b08_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98c0d562-83dd-3bb4-a691-021e9cfbc9ca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98c35b0d-91be-3a87-9147-c29011cc7d85_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98e91a2a-f76e-3076-8eee-7efd395d6ab9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98e9e1b2-c4d6-38ae-924a-0b7fea2933a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98f01582-154e-3a71-8139-bb313898f2f3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_98f07532-7d81-37da-92a2-b795176eaff4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_990074f5-eedc-3a13-ab38-ed0c8bfaafa6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_991f8b97-484a-3ce5-84a7-3c853b7f174e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9927dd6a-c4d1-392b-b9f6-b12731f2ea70_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9927dd6a-c4d1-392b-b9f6-b12731f2ea70_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99435859-0c1a-3fc3-a591-3a45eaa462a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9947adb9-43d9-39b6-8a44-fcd739e6447a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_994f0281-594a-3867-9a21-7b70cb4503e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_996a8556-25e0-3689-a979-90a653da3527_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_996a8556-25e0-3689-a979-90a653da3527_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99899dde-e2fd-3134-b87e-3694ec2eb816_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9991f133-c2be-3092-808d-1283bf721bc7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99920107-6c09-31cf-83aa-88ab6d176151_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9995a85d-61b0-3713-84e3-7fa7e39542dd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_999daefa-1f8b-38a9-bd90-9678ced87792_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99a732bf-ee78-3cac-a7e4-64ece5da7d02_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99b58ca0-ea11-3905-bab2-d048281a22b7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99b5c119-57bd-3ce3-99f6-1ae5fa685ba4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99b9ef12-31ea-3298-b8df-ac72fd4e82c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99cef967-2583-38fd-b067-5328549b1912_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99e3a7df-6a43-3ee9-857d-aea219686d71_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99f08700-1bd4-3fd2-b4b4-35d2042eb799_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99f2e1fe-87bb-30cc-94cf-bf5ccdf95374_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99f6ebd2-7ee0-3f1b-b6f0-ac7f0b001fc4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99f91294-749b-331c-8f8f-c31c4c7f4275_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_99fd78ee-4b6e-3fda-a82d-f1d47f24be85_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a10d427-a571-3778-8906-ed9c8f8807ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a1a535f-e18a-3fac-a854-a9c99f22192a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a21527b-c180-3904-ac57-6e69972ee4b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a239014-8d61-39a2-8eec-b1d943d04dfc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a239cca-2307-3d71-a881-9317f1d10505_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a239cca-2307-3d71-a881-9317f1d10505_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a2c9363-1a2c-3edc-b828-35e9dc92134e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a5a2c9e-418f-37b1-8598-d235a7a902e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a5d90c4-5933-33bc-99f4-0a227fc57fa5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a5d90c4-5933-33bc-99f4-0a227fc57fa5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a69ec15-8eaa-3010-b460-252090f4de0e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a6ff278-2849-3792-a40e-032ef5a43ae0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a7c341e-7fff-304e-9997-fbed7b9ff42b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a856ce2-1dba-3ac6-a1dd-a3ac66420118_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a8ac91b-b95e-3ed5-93eb-82f3a6ed7e45_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a942f53-f72d-320b-8a64-98581f3235a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a9b277e-a40c-3fde-8505-49f6dd431d25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9a9b277e-a40c-3fde-8505-49f6dd431d25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9aad8b95-b8a6-3a42-ab52-2a9a32dc0dd5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ab867dc-eca7-3384-a102-04c2d6817a96_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ac4ab1d-be90-3f3d-b81b-bf77e0272576_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ac858f4-039d-39be-a505-2532d16e6a9e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ad255b2-e4a6-3d28-851e-e1c96e398964_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ad8e3fd-c1e5-3ea0-8bf6-c4f7e7d369be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9adc6679-8013-3f1c-b324-d01dab6c9c08_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9adf6afb-f75d-3495-ae71-9ae491f45210_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9aef95f1-ed7e-3dfa-b0be-adbe8d2835f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b0ec278-fbb2-31e4-8cee-f441c69acdb1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b24a337-90c5-3245-be89-11de9826a8bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b2521fc-f93e-398d-b59e-2d04f5ba3903_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b353c6a-28ce-3b31-9f6a-6eef572eb170_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b353c6a-28ce-3b31-9f6a-6eef572eb170_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b450aea-f6aa-3d7f-997c-318e54ed88a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b4b4f22-c3ca-3948-99ab-e5f36927d99f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b56f945-6249-37a0-8ab2-a63e6c0b819c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b580b37-ba47-3cf8-93fd-a82dcb95d55d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b589757-7326-347b-9e59-254f3c343415_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b706250-538d-39ca-99de-92057bb59ff9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b871898-598c-3535-9b12-f630f67f459c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b8d527c-dd52-31ca-9ba0-b1669414d2c5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b8e0477-e92a-3361-a7cf-268db5c33863_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9b921344-c98c-322e-9cd6-e3234a78904c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ba4febe-3188-3334-80ae-4dac1a85acd9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ba8a4da-ba38-39af-b79b-9b6cd15dfdd4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9baaa738-f353-3098-832a-a1de89a59535_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9bab4b7c-2af0-3267-a4aa-1ea337efa307_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9bb81154-426b-353c-8b1d-6472372438a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9bcf2a87-ae01-36e4-bf68-09f4349f2f99_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9be1deb8-17d5-3f5f-bfb3-d14e4b89e8b9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9be4421d-1256-3658-85bc-c1c3ba3fabbe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9be6ba46-4348-3181-8ddc-805057b57fe6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9bedb884-5ec8-3efa-a96a-8ccb83fa3491_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9bfc7250-3ee2-3005-b461-e9cc7da1d755_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9bff2371-e5da-3db3-955e-250d6132a679_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c034335-8f9e-3a66-9e58-96e5e4075d63_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c094922-2450-3b1f-9938-9c86ac2ed16b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c0ea021-527a-3873-912d-b093846907fa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c1263e0-f66e-35c9-b6a3-40cb5c515e7c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c1b274b-ad13-3b43-a15b-25aae3b3de85_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c207014-f8dd-37e0-a89a-cafb51a6000c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c2080ce-6cbe-3c06-b3bc-e62e74a1d9cd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c23daa2-25e4-35ce-a9a2-88193b76ee01_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c2bf1f0-117e-30df-b694-a4bba02fb7b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c304d32-6327-3b74-95d6-dbb8e83ea8e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c41a6f4-30f3-3535-9d23-421e4983502e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c503f8d-ef9a-3ced-a66c-93e220d4ec74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c5ac36e-b891-3815-a18c-a7e4de57e6d6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c61257e-8311-3db6-a6d5-ab4c0653b491_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c63c1e4-ce71-3f25-89d6-6fc14279bc97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c675227-8abd-3e46-bca8-288e3d562096_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c6885c8-8780-378d-84b6-4fb593d9e345_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c738edb-7c20-3652-9948-28d05a167982_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c7e364b-b171-3c0e-a06c-5e142b637991_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c7ea0a8-7dc4-35d0-90eb-ef6fc77b5333_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c878569-3625-309b-85b9-9c71d8e71e3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c8a3218-cb7e-3957-8e3a-492c2a9d7fdc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9c911d69-861a-37c6-9485-3065ca107b98_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ca1c906-b3a7-3ab5-923e-62b4047199d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9cabfa89-8e39-3cb9-88ba-e6a7be554f8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9cd4a428-cece-34b6-8d30-d4648fd2588d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ceffa77-b503-3c2f-8a6d-bd6ad269a206_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9cff6357-fae4-39ce-b62b-9610530df6c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d0b3a5f-a917-3ddb-8bdd-38f369bff363_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d0b3a5f-a917-3ddb-8bdd-38f369bff363_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d19c778-f98e-3b74-9020-7f02a8359a97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d322236-8455-339b-bd18-2852ad37587c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d334a47-8d06-3cd5-a39a-a132f9236bb6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d371048-8f73-3db5-83ab-ad78e1bd918e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d371048-8f73-3db5-83ab-ad78e1bd918e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d3addfa-ec1b-36b4-91fd-6c3c11dd951d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d3b7f21-5cf5-3ea2-9c17-657951fd0649_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d434ab1-452e-38a8-8e19-5c01e86c2460_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d4ae632-f06c-3f9d-9acb-04789455fec2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d4d5e80-d5f0-3339-9171-e3bd8e3b6568_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d519fe4-e9ca-3286-8f94-84b511a51628_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d5d01d1-8a7d-38aa-92bf-c720ad742c97_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d6057f9-b0c5-30de-89df-f3a749d13a41_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d6829ac-340d-3412-afa3-016e04d9a336_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d68af2a-2023-3fb8-beee-1c4208ad660f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d7d7a76-6a01-34e0-8670-7f215ba5bf71_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d85cf3e-10ec-3436-ba6b-712474b18b0e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d86e8ed-3e85-3403-bf81-049b5b390eeb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d8af62c-08fa-3fa2-8dbb-df80f8a93dec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d8bc27f-8968-387e-909a-4a43bdc57120_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d8f71f2-05be-3be0-b520-786422d2b987_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d8fdc4b-205c-37b5-85ee-a28ab44cc53e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9d949d1a-6e3e-3d41-9f25-0b432a415657_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9da2e90b-e9e4-304a-b1e1-87483a32a062_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9da8840d-888e-343b-9a96-9490419fc1d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9da8840d-888e-343b-9a96-9490419fc1d5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9da9c294-94b6-317c-836d-6d4d44347e3e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9db147e7-7c36-3f8b-95c6-610b6d1476ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9db5ff0c-4d78-34fa-8a52-bd52c7f6a771_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9dbcef80-b7bc-39df-b57d-76c67be3867f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9dbcef80-b7bc-39df-b57d-76c67be3867f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9dc554a6-d798-36e3-a087-2f8bfda4c189_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9dc7be87-450f-32b2-aed0-e863efe40d64_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9dcdf52c-fea0-3b08-b411-e899719a61c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9dd3881f-2139-31dd-a4f3-25fa3048a1f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9dd87cb7-d267-39b7-8586-b72e9ce2097f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ddb846d-0574-3a03-8b2e-043d84f611a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9de064f8-440a-3408-87b4-5727d5b29449_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9de34756-724c-3b20-aeff-9bef13a4b68b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9df2c482-99b1-3c6d-ad80-179ee0bae8bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e05b856-35ed-3cfa-9f92-93a25ca213cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e2556a0-1891-3cc0-861b-8536b8b2fa73_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e297da6-1c32-3f0e-97a2-ba5e88d4cc92_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e297da6-1c32-3f0e-97a2-ba5e88d4cc92_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e2a7a4b-f617-37ea-8375-e2708bd7f244_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e2b807d-95dd-3a70-9087-a920d95d1891_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e3c8a68-d9b1-3bc1-8389-ac9fae6b4b71_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e53b4b7-b9b8-3172-b310-60386f8aa7c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e549ed2-3701-3f7c-950b-ddc3da65a963_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e766b58-90dd-3f38-875a-aabca515373d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e805434-3d0f-34c9-9e6f-e6fdcc7cd959_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e91f436-27e2-3269-b1db-06cd6197481e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e91f436-27e2-3269-b1db-06cd6197481e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9e9410d7-5aa9-3577-85c9-08479a945912_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ea28d54-fb8e-36e1-803b-e39af97824b2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ea78adf-b6d5-3b4a-87e9-e579b288bcdd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9eb5a883-3f80-3e7d-a0c6-676ff1a7762c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ec4a3fc-1398-3c73-9063-47ee2f84e6c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9eda32d1-a955-30a1-b309-dd7b94a21784_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9edd4372-f874-311b-8927-b9a0ac8d45fb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ede34cb-026d-3693-8785-7f5e98969557_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ee2beb6-781d-3e8a-a5e3-c8714d731ca8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f0da4e7-15d3-39ce-b80b-d632b55dbdbe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f0df9f0-ee72-310a-8858-620f78e28edd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f0f0eed-dbcc-3cdd-a20c-13fd0b801798_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f0f0eed-dbcc-3cdd-a20c-13fd0b801798_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f1b47fc-e04f-3b1e-82c1-52a9633fed91_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f1f655b-a70f-3770-af78-773d51d587cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f3632e7-5e13-3c9e-8a97-476298a71b14_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f3f4a1d-10d9-3e70-829b-64610837bd4e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f46b573-191e-39f2-a0c4-9c4670d6d228_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f5ecf3a-a395-38c6-ae9b-10ce33487f31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f601425-9eb3-328b-9981-a5cdb82473d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f71db38-b68f-321c-9342-7aa8b621a40a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f884eef-9c0a-339c-97be-0f43030b6550_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f8d9371-e656-3be7-bb54-7cd7fe5edfb8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f9ba981-615f-3a81-a417-1dd3968c6463_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9f9d7640-7f77-3d50-a510-a4139450a87c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9fb407b0-643f-3391-86cf-78c6267a5717_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9fb98248-08e4-31ac-9cb8-95cba924b238_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9fcbc394-133a-3750-88ae-4329b6ceb2f3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9fcee53e-6545-3515-9ed4-428181b5e348_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9fcee53e-6545-3515-9ed4-428181b5e348_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ff939fd-762b-3eb7-8463-07d17e66ab8b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_9ff939fd-762b-3eb7-8463-07d17e66ab8b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a00020f3-a37e-37f6-a7b4-e44f7665fca2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a00609ce-e4ee-3e3e-a53e-83e992a08dc2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a010716c-a5ff-35f3-bbc5-ec549fcee9bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0142e35-ecec-3a3f-b678-6ce0beede495_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0180eda-46a2-3d8a-88f7-fb962fb11b36_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0180eda-46a2-3d8a-88f7-fb962fb11b36_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0230b07-4cdd-30ec-ab6d-8f301b20206f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a027269d-fcb5-3364-827d-f94eea2b2897_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a02dd3bc-91ea-3ee0-9787-e2dcc2f4db78_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a03687ed-63a3-3f09-877b-fb3301856f89_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0489a27-bc3c-3f9b-acd7-bbdd4ccda3b9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a04f6981-0306-375c-8a56-277d0acea896_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a04f6981-0306-375c-8a56-277d0acea896_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a052c41b-f944-3857-b071-0bdb59662ff2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a05fdbd6-4e98-3047-b521-bb1a767b13c2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0616b84-c7c7-3e0d-a053-ac7cf9623825_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a081752e-1845-3ac7-a8cf-a0a65f0170c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a08935ce-70b4-36cf-adf2-bdb12c780377_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a09e6f33-59c6-3caa-a0ec-bba1da001215_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0a018d5-914a-39ca-811b-c21bcc414132_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0a21ee8-1237-3e8d-b72e-652558f03dea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0a52fb2-e9b7-33c6-99bd-dfe672f9bcf8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0a58413-6b79-3623-978e-96e33ff6f057_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0a58413-6b79-3623-978e-96e33ff6f057_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0ab85fa-3c77-313d-b8be-b80ea4466d62_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0bc6e00-1d27-32a6-8307-9748a1f8c6a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0bc6e00-1d27-32a6-8307-9748a1f8c6a0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0ccbf88-326b-3c2c-96d3-2f0187691b99_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0d58c9d-12e3-3a2e-adf4-c64e4ed89c7b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0df1f0f-646a-3332-ac02-d9dad7a02935_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0df1f0f-646a-3332-ac02-d9dad7a02935_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0e78b1b-35d1-312f-9441-47b3e943ee1e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0edaf61-0bba-3ff2-b37e-987693789a21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0f19cfb-b9c7-3795-acc2-fefd289f477f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a0f8a792-2672-3f20-ae4c-5ec0fd2250ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a10469f9-1040-34b1-915a-d0e1850699ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1131f74-754e-3931-b2be-c393700b53c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a11af571-3d7b-3b0d-8f78-aae78496f2ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a11c93a1-ef98-393f-82ca-b86ae0abfb1e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1214ffe-15bf-3436-901d-68d648069a82_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a12ed5e2-699f-3c20-b265-57e17308dd95_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a12eeb23-949e-3f34-b221-002b8745abe2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a152832b-6631-32bb-a69e-b83ef2398250_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a158f9d3-32ef-3912-a7a2-034bf74abd26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1649694-4308-366b-a5bc-3425e91a865c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1649694-4308-366b-a5bc-3425e91a865c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a169fb4f-d684-3489-a0e6-ef5211c66e11_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a16a05a2-0f2c-3a3b-97ce-b7a8043f2037_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a16e20a4-dfb6-3be1-a5e7-bf8b92c7ba91_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1830932-204c-3533-9d3a-9ad1562a1280_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a196efc6-f3a6-3dd0-8de6-db19b9f0e432_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a197bb70-360e-3ae3-99ca-606ff5f75803_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1a2ef50-cfb6-3e7e-872c-1dc3db87ebd7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1a75d28-248c-3192-8cbc-338c02ed6914_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1a9248c-4a76-3c4e-805f-17c32c5a0a33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1bf4ecd-f655-3e41-b959-6f2fa6322b7f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1c912c7-3182-3805-817c-bd8f83124cd8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1d2e240-c0b8-3bd1-91ab-ecec846caa27_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1d4ab15-7fbb-3529-b9bd-3ff91321cc3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1d5c029-8658-3004-b942-b9c301dbdcdc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1d65a9c-a450-3523-b736-1ed018e3f22f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1e1225a-8981-3bb8-b24c-1bfb7b838308_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1fada78-9916-3c76-9a9e-f55678e246fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1fc9002-882a-3897-8931-9a38dab534ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1fc9002-882a-3897-8931-9a38dab534ec_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a1ff6305-d2e7-33ac-bd7b-68ce6f5ae61f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a20aef26-11c7-3eab-a690-fdfd198f5adc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a20d5681-9cec-330b-8570-37edc3eb5d6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a212e84d-9b83-3034-ada6-996e111c2464_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a23b9eb7-759e-3bc4-8971-6c320f50c6f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a25e7af6-77cf-3238-8c51-dde8ae12e587_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2695f8b-1455-3df6-93fd-7e0931346e26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a26ca05e-2d0d-33b8-a618-d77df5dbcf42_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2706c37-dfbb-37d4-a969-e8dc00ee0527_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a277a36a-3683-314d-8379-e0a7b96490b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a281d77e-68df-3cf9-baf5-5b0d8b0b47bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a287891c-12b7-3b03-9ca0-8deab92c3a64_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a29239ad-65c3-398b-8060-53a05db56129_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a29ecfd8-2336-3a8c-9a2f-f3ea56eac668_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2abc34e-7155-3e66-91ac-dfc5ea5dd1b2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2b3b96a-f7ca-385f-accd-0b9525260194_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2b3b96a-f7ca-385f-accd-0b9525260194_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2c4f29e-2390-37b6-afdc-8fe320b16308_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2e58646-2640-3d46-884f-4da5180391cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2fc6bfa-58bd-306c-915f-81780751d645_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a2fd56d0-f06b-342c-9383-75a3a8ec9259_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3025e58-9768-3a4b-bbb6-9fc691a9cec0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a304f8de-e830-379f-b039-8d2f37036ddd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3073979-59a7-36f0-be2a-1ac54e16afb0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a30d22b4-3b26-399a-ac74-49ee02a7bcc4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a312fd85-20ee-32af-b332-97d369824a0c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a314f9bf-57fa-3625-a81d-efa90b36009b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a31a223a-7c80-3c15-95e4-0a1cf94fc181_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a31a223a-7c80-3c15-95e4-0a1cf94fc181_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a31f3474-301e-3bf1-9b31-ff9bb20983be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a31f7883-8a4f-3b75-bde6-1f120c42e913_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a348e1ee-8f18-314b-838e-6f4c1d54dc2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3618784-6a54-33ae-8a6a-7102497092bb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a37919fe-4f00-3a8a-994d-de2c95a8246f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a380be84-1f23-3715-99be-d2de831a7039_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3884b24-71b6-3392-8ed0-7656a272430d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a38ce63b-ab29-398f-a923-00dde7488a29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a38eefe7-668a-3985-a627-a6674484d718_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a392a060-cd82-3bd6-882c-9d1038daef20_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a392a060-cd82-3bd6-882c-9d1038daef20_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3a8cc91-2e40-3db7-9951-ba15266f52a5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3b23ef2-7706-3512-ac6f-9ffd239232ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3c05ae1-99df-3005-8942-d9a561568dc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3c5cb8f-0530-3116-ad12-293743c42d9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3c9923f-3078-3742-8bd0-6967f0054da9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3d1fec2-ef03-368b-a63c-08df1f8105df_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3d37284-668e-368d-97e7-2f37e1490b61_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3d37284-668e-368d-97e7-2f37e1490b61_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3d57bdf-cad9-3415-a767-29a29c5ea660_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3e260e9-9f3e-3d51-bdef-5fbdc80e7bc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a3f5f93a-8501-34d3-a724-0499cb190711_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4056b80-63df-3f39-9c78-0e4d38fe960f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4077bef-d2fc-3d9e-96dd-b6d2c831e835_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4124025-78df-3a80-bf0c-b257b2451803_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a41a8bd2-e45e-3a93-8ad7-2cf6c659e007_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4216be1-0058-3352-b904-471e889ff168_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a422f4b0-cde6-3d0f-a493-b6ee12f33e3f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a42706b7-46a8-3b5b-9881-a5ebfcf5dc14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a42b4c12-55ab-3c09-b8cd-5b68ff1d0450_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a42b9f17-155d-345c-a44c-ee52dce6835f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a436ff26-21c2-370a-bad9-9361872bf857_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a43b9171-30b7-3afb-ba4a-34e6086f0e04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a43cecea-fbef-3479-9258-d0fc3f4c104f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4420c96-9192-3ba0-993e-5c96412472d0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a44e0219-e0ce-322d-8919-412f8f7a8c50_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a44e5436-21ab-3a2f-9d54-79bfd3b082a2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a44ec661-1fee-3a0d-b9bd-41bb198695e3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a45075d4-4cf8-3d7d-90fd-b20b873e1e18_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a45b92fc-6d10-3828-b658-c65d5446d380_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a467d22e-ad7e-3c6a-8b99-dacbbf35d8d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a467d22e-ad7e-3c6a-8b99-dacbbf35d8d1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a476b456-0504-312a-87e8-67d8bdf2d5c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a486da54-5019-37a4-ac9b-8533be884cd3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4a6646b-1be7-3c3e-b9db-e010f08d5fbe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4aba394-6155-34a3-b0ff-4ff585a5ff4d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4b2c152-4187-32fb-a60e-c6b94b6b1374_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4bd1121-de7a-3d6b-8550-a48e476d5e23_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4ca8932-fa5f-3817-8a21-b7a6b343359e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4d91a4a-9143-3ccc-8c8d-e172972c37c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4d91a4a-9143-3ccc-8c8d-e172972c37c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4dc000f-a9d4-300c-bb60-e10558d8e8e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4defdb6-86af-3721-a40f-15a38f7ae2a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4e09160-467c-3427-83b5-cce66925c10b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4e14da1-3448-3f66-91de-6379f20cac30_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4ed3e9f-fce0-3eef-9be7-2bd7dda02712_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4f19c8b-3cfb-3476-8634-c5110608ee31_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4fa2468-70e8-39e5-937f-d6ebbf6a5e97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4fa2468-70e8-39e5-937f-d6ebbf6a5e97_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a4fb9214-6e45-3b46-9c9d-19aa10998d25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a50a247b-598f-307f-b6b0-1751d2b4e038_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a516f4aa-9e36-3744-a454-71e03ad84e09_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a516f4aa-9e36-3744-a454-71e03ad84e09_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5231c39-2d1a-3b8f-8e90-a8eadb5f4eaa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5362c42-73e3-39ed-94c2-b58a1818b451_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a53903ca-cd65-3c37-86f5-30c55ebc2c44_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a53903ca-cd65-3c37-86f5-30c55ebc2c44_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a53da1c3-bcfc-3184-852a-348bb0199794_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a54450f9-367e-3f85-8406-a7ad74e4efee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a54450f9-367e-3f85-8406-a7ad74e4efee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5605c49-832e-3ff3-98a9-4dc52519e665_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5688df6-622b-3db1-9498-029d26464a21_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a56de6f0-3cdb-3529-8309-84964bd241d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5727426-b607-32b1-a620-a5cabbb8f82b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a58117cc-6a81-354d-9e64-3840e1390b6f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5966846-4f2b-3b69-b8a2-a61d6891c70b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a597d78b-82b3-3ce1-9dd5-e085845045e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a598aa3f-0f2e-3bec-8f1a-858632b5fa54_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a59a9656-1835-309c-b13e-97f314974839_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5a3ed51-519d-3b8c-9152-b21e7b6e1fa1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5a9a9bd-a3b9-343c-aee7-d1ab71716739_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5a9bb42-1f9c-32ea-b42c-c824d37e9e6f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5aade38-879e-3172-8040-677becf993df_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5aca564-01f0-34ce-ba28-5c6137244343_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5b10983-1255-34f0-9adb-6654d3be3b0d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5b9c0fa-0d84-3ac2-a917-5e69e69abcb5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5b9c0fa-0d84-3ac2-a917-5e69e69abcb5_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5c2bed8-4d78-3b72-86a2-084d420474ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5c2bed8-4d78-3b72-86a2-084d420474ea_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5c7f1e7-a9c7-3450-92b1-f4df4f1bccb1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5cc0fcf-d0f7-3456-943c-afbffafcc1e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5d81ecc-e87b-35d0-8f8f-42cd0d1633a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5dd448f-51bc-33cc-ab02-c5fe1b35f1d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5e5ffef-11fd-3604-a2a9-a9e9b7ea9fcb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5ed8e37-b91d-3533-826e-892b96284ee8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a5f3ca45-f940-35b2-b662-d7b8c860ce91_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a60001c0-10e9-34d8-a098-17f2c3025214_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6190bae-8aef-3b0a-98eb-2c731ddcf120_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a61f8076-05a2-396b-866e-c5db5812a556_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a63b9a23-3bb6-3f6c-ba2c-9e512ab56ab8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a63bd81f-e559-3ba4-badf-1dec5357b437_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6477371-1eb1-3fa7-a6da-fd52bf57b664_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a65be137-c455-31ed-a307-3a3279b10ba7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a668a4fb-4460-3460-bb61-906d6663b4fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a67a144e-3850-3b56-823f-a8322b52d785_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a67dce0c-165a-3e0c-859a-961c2da73fba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a68237b7-ec6a-3735-b6ae-495bfe3650b0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a69013b1-e5ee-3b31-8b59-99cd557a5562_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6a2740e-ff1a-3e96-8703-ba0c530bee09_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6a45481-501f-3d08-8079-397542ec9fcb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6b96e06-398b-3c12-bdfc-24161838ca1b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6bab5be-ac6e-3469-a1e3-ce321a664f75_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6d04298-ed30-37cc-b151-df40287ee5b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6d146c1-7b79-3c21-bc2d-b95ff89c9838_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6d89365-364c-3f90-aaaa-59b955a2f2f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6e41139-dde7-30cd-a3a3-6cffe6fbf761_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6f07e96-b3f8-38f6-82fc-4d8b39aeb8c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6f4667a-abe9-3fd2-b205-3a85807d5e19_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a6f4667a-abe9-3fd2-b205-3a85807d5e19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a704a859-4511-3fb9-b8c5-c0ca3c99180f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a708426f-1561-3e5b-a185-1f6f65eaa482_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a70e69ea-e954-3c35-96ba-f366fee55688_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7292db6-0a05-3ceb-a54f-38fa80720cf7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a72db35f-b09f-3060-9073-5fd2fc1a4127_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a739b0be-098b-352e-a0d9-7a16bb8f0ff1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a73ac234-799f-38fd-85b0-13a690266d5a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a73b4e10-c60a-3430-9418-e6f9820eee70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a747b238-854d-3f2f-af63-c91e1d32ff4c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a758dd5f-a9db-3ae0-bbc2-24d54db25395_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a76b32f7-3b9f-3b7c-8483-d05157fdd77f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a770c175-b9f5-3883-b697-8face3a7ac0d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a787cbef-184a-3595-86ee-ca0cfceb38db_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a78f0a38-cb89-3a10-ab9e-c632a388d394_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7933f56-8118-36be-957c-3b12a415d680_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a797ca9b-0541-30a7-9fd1-b2e5a3e19964_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a797dc25-cc27-3c57-8ed8-16ba94406ec0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7c1013a-e8ea-3436-ba71-99b26b27baf5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7ca1af3-676f-3a96-bffa-e15b83ff021f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7cf166f-a46a-3f45-837c-1d0e0b5644b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7de0543-d0e1-3395-ba26-cfcc847a0364_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7defe45-2735-39cb-89ec-4bf086ee03be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7f80bd3-8929-3496-b7f5-780b42edae56_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a7f80bd3-8929-3496-b7f5-780b42edae56_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a801f4eb-e5d2-39cd-8a84-62a796c43ef3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a817c622-862e-304e-8dfb-26de044bff80_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a819b0d2-db57-3f48-a374-e9f5430ad1a8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a81c969a-f6d7-3ea9-bcae-c8de4161b947_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a821ada6-8f9e-3977-8afb-4e072a9b1f73_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a828ff98-407e-34d5-a28b-0006a835e6c3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8356b37-0724-3979-9097-f8d9b846402b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a84c2cbd-1023-3038-9906-4c0a8fceaf07_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a84c7708-65d5-3551-9780-bcf7a6955437_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a84c7708-65d5-3551-9780-bcf7a6955437_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a84c88e8-e30c-365c-be8b-8274b04465e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a85ca037-0d09-3dd6-935b-74212a7acd8e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a85ca037-0d09-3dd6-935b-74212a7acd8e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a85d6eea-efa9-37a7-93a1-5523dca69f7f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a881fc0c-f6d4-3b2b-921e-765c2700d2e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a883a411-c9ae-319d-9eb2-78dd53832121_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a883a411-c9ae-319d-9eb2-78dd53832121_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a88f71aa-3db7-33e8-8565-716bd73a00df_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8a6ef7e-547e-346b-9a04-4478103de561_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8aabe14-dcc6-3a67-863f-e835a673db03_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8ad46e6-8de4-38ae-b0f7-7e9180194c4b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8b41f20-6005-3626-8a64-2ded0da1c6c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8b41f20-6005-3626-8a64-2ded0da1c6c8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8bade2d-bdab-3452-bca0-cf235614dc79_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8bb6590-1890-3ca4-932c-ffac92f2f3ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8bc4035-74be-30b8-a5ff-d7e2b3288f0b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8c0d2f8-b7f1-3755-b635-6fc09be65cce_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8c6f560-21ab-37f3-a616-98bb955da44d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8d33110-b1f9-3d1e-9ba9-f885938d3090_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8daf4d0-149a-3df5-b447-cfd7d19c4f34_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8de0c98-d19c-3634-b238-f5ff748ac8df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8de0c98-d19c-3634-b238-f5ff748ac8df_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8e10d38-2ca6-3de9-b300-f10efcef1971_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8ebd526-7f6b-370c-a904-16be96974c8b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8eccadd-dc93-3a05-87b1-90b26c05cb89_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8f52225-6cf6-31fb-b77f-8baa1e5970b9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8f69528-4da3-34ba-b623-8310365f1848_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8f69743-836d-3e01-916f-a7a8334c930a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8f9844f-de00-3161-aac1-92c3131fe467_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a8f9844f-de00-3161-aac1-92c3131fe467_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a913254a-d1a6-3102-b64f-925987c73dac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a927c488-96ff-395b-b084-79ca5a1e4e6a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9343815-8d01-3047-b0d2-880967d0a40d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9353c3b-ff90-303d-b070-503137a63526_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a94855bf-e2ef-3610-b0a7-eac59d05701b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a94b14d6-4876-3e82-8a78-c9249b5bcf4e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a94b1b82-e29b-32da-94a5-d10502012de3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a950deab-081d-3608-b11f-5b8abe6fdb3f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a95f3987-56a5-3c71-b210-0194580c9047_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a961e2be-2d5f-3240-9c53-fba5b66d2007_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a96eaadc-ea52-308d-bea5-fe2c4a695899_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a96ef4a2-f0dd-33b0-a873-e40a2248da9e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a97b6dab-c627-3b5f-9bb4-64bb2983c818_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a99378d7-e97d-3205-9ec3-3a483bfeadff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9a2f752-7e65-30fc-8f1e-fbe16ea66765_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9a33b51-397c-32a9-8509-4a3d303377a2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9a54259-66ff-319a-adb1-bf7fe9eb6b87_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9a54259-66ff-319a-adb1-bf7fe9eb6b87_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9a6ec6a-12a6-3f88-860a-8a67adfc24b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9a988db-e171-33f8-a315-e1822032eba6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9ca8380-3653-3b71-b996-5bbebf0ca4c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9cd96fd-bb13-37a9-b9f6-d9ab9216e747_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9ce2c4c-4d23-3f26-a303-038b6cb0a86c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9ce2c4c-4d23-3f26-a303-038b6cb0a86c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9d5858b-5db4-323c-a065-5242df2f2f8d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9ee12c5-fda2-342b-81bf-ddae491f4a3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_a9fd86c7-2117-3ef1-be1c-40fe2aa2a93d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa084d20-fe94-3b1c-8274-1b0623566cc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa0bd485-dbd8-36dc-b6e8-bfac8266d3cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa1953a6-e850-37df-bcd7-928e63853720_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa1c29b3-f363-3773-84d7-ca5338f494df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa38e91c-b92a-35c9-a245-96898d9d92e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa3eef1a-0cae-3930-b0cd-ee06d401000e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa46dea6-7b22-3473-b33b-2f97f5b20121_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa499d77-b96d-3a3d-8d13-5377bc6de570_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa5dbfba-540d-314d-acec-48069bbbc0f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa6e9edc-acf5-3424-8294-a054c8c2d872_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa8af0c5-8b87-3123-b6c4-3eb740d55521_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa936d9d-05e0-3e56-93a5-9ba2fa5a0b1c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aa97792e-6a81-3f60-b31e-450512b762ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aaae5307-90f6-37f5-badb-86a0d3e3999c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aac2e6db-7765-33b5-acc4-e694cd6788fc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aac483d9-64b8-3ccc-bd51-4996226db210_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aae9ced3-e083-36af-b353-a2fa0ee1f836_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aaf24158-3780-3045-9956-7d6a438ecd2b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aaffd570-53b4-365f-af46-d2c71e9fef82_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab01bd5d-2c9c-390e-9d5a-1a980b76769d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab0a1174-54fc-3b45-b1fe-c0636e020acc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab1c1b5d-e5c5-3fac-b93e-00652603f898_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab208617-774b-3503-ba33-d0e941ca17c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab208617-774b-3503-ba33-d0e941ca17c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab225e7a-e3a8-39de-881c-634fe22718bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab22e82c-2c78-326e-8af1-9ef28f0cfa81_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab23626e-19c5-3917-99f6-f7bf0475f59d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab244489-8c55-394d-91bd-60f84fc0a38f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab2b6f07-4555-36cf-be40-9db5dd12f801_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab32e2b8-1153-3649-906e-d67d4feb9265_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab379c7d-3520-338a-99f0-94b3135e783a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab4cc9c8-4561-347c-9bbd-40982ef2908f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab55851b-cf47-399a-a51f-368d21debdca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab5cf8c2-a20a-3edb-a27a-907246fa97f3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab5e8f88-9c53-33ad-9981-aaea3db2423d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab65ce79-ea3c-3567-91a4-e0e53e47fec9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab65ce79-ea3c-3567-91a4-e0e53e47fec9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab76af02-fa8e-39af-bebb-fb8300583018_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab7f222b-4f50-32ec-ab23-4e5bfb43d8c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ab93bc6e-c2c1-32b2-be8a-dee2163592b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aba7a2bd-ae9b-3531-ad50-0e5bab738a8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aba96c92-f6b4-3668-a280-c850444c91a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_abac9327-c677-3e4d-b830-d8f168b92560_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_abb64f12-1c92-3045-8ccb-03433a2c7e53_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_abbe57f7-497d-36fb-a8e8-89c7d25ae20d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_abe0bd94-acf5-3ba3-bc47-858d5fddff83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_abf174b1-6d29-3a5f-8e52-024f22a00437_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac072949-61dd-3c62-8304-bbae34a07960_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac0b241d-00c5-33a0-a9e1-42f830487931_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac10b36d-cba7-3203-8fa8-31a8a191be8c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac194963-9250-3cab-9d76-f26731536535_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac274742-d5fe-3694-8200-ded33a15a6db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac2b5f21-9a16-3167-a83c-61f2b36971ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac33a70d-b4c5-38b5-9961-4d87ba3c555d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac415c5f-911c-3f3f-89a1-316e2f44e443_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac42dc6f-5399-369b-8cc2-f350b2b048e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac4673b9-ab49-3863-85b0-4366c8a60deb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac59f70f-5f03-31c6-b008-46ec185969ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac59f70f-5f03-31c6-b008-46ec185969ae_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac59f70f-5f03-31c6-b008-46ec185969ae_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac5eb609-43cd-32c5-90ef-c76abbbbacca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac654db5-35d1-3190-a24c-233e0c4c6f5f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac654db5-35d1-3190-a24c-233e0c4c6f5f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac6d1edc-8919-303a-9d9a-8842becdf430_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac6ff9ec-6a7c-31db-a94f-89e8b84a9706_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac6ff9ec-6a7c-31db-a94f-89e8b84a9706_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac73e8fc-c09a-331d-98fb-941d5ce59145_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac747b52-7723-34e0-875e-f9427861397e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac777e5b-3e94-3a81-9edc-673ba2c2c30e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac80b7c6-d981-3c2d-ba88-10b23506b0b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac81d08e-31de-32d8-b09b-307b9321d4a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac83d98b-f766-32e1-a867-9cc7a48ddc9a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac85eecc-473b-3d48-b131-8d5caa786e3f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac88eebc-1e3f-321c-83fb-980717cfe3a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ac940c4b-818d-3a04-aea4-c525b363f875_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aca0ddcb-edd7-3079-8829-f873b1ca545d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_acc11682-3765-3663-8582-8ca1af7ab091_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_acd3f968-1fa9-3a20-8710-67ef6b66946d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ace3b279-92be-323b-9977-7cd73de21ce3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_acef6135-0c5f-3fbe-a67c-05280ae2bdbf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_acfbe9ba-9644-396a-9009-5468356abb1f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_acfd74fa-5157-3257-826c-b0448a2e1900_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad0b134e-8df7-32a1-8079-e81195b6d96c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad0b622e-b8b1-306f-94ea-7eba7225a29d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad0b63f0-884a-3f1d-a54a-f22bb57e60c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad1c9640-e020-3b37-8251-c7fbdad31dce_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad2b04aa-259d-36b3-a91c-a75e14612a1c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad5765d2-bc73-3416-8906-21312c9d4a30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad5826dc-bc82-3c51-9b1d-aaeec7563cef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad674749-e2da-33e4-9f69-59f865ad3036_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad7376f7-2d08-392f-bae5-922dbb414188_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_16_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_18_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad90a011-c53b-3555-a27f-900aa0d96b57_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad918d7b-bd18-3222-9224-bb0dffd68acb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad95ed70-fb4e-3c55-8387-c7975b88c36b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad9762a8-65f6-3ebb-998b-77c229ef36c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ad9762a8-65f6-3ebb-998b-77c229ef36c9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ada09377-ce89-3a71-adf1-69262bf9d126_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ada25224-5067-39a0-936b-bd5868a85d4d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ada3bba2-1035-3372-bac1-2da256ff44de_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ada9ff7c-89bc-31f0-bc68-7d9809ea605e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ada9ff7c-89bc-31f0-bc68-7d9809ea605e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_adad7556-5c6b-3100-9e6e-d3f4fbe2c6ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_adad7556-5c6b-3100-9e6e-d3f4fbe2c6ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_adb01def-1ec3-38c7-beb6-eaa99c37c291_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_adb69743-2420-34e7-989e-127dbe4e75b6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_adbff6a6-65c0-3dc2-b13c-51d0f1ef9edd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_adc65c2c-d30e-3a78-8a27-1c23046f1fca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_add4c715-36ab-3a56-8187-71ad402ca664_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_addaf379-36f2-34fa-a2a1-af7333bd6eb6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ade65b14-69fc-39bd-a920-ef729e51b51d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_adfba286-015a-3de3-82b0-e7bd35fb9ec7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae075bd7-4627-3ae0-917a-0c8353ad2c76_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae095dbb-af35-30f4-a6b9-46339ec73e5b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae10d75e-4510-35f2-b47b-ba8dfaffd890_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae10d75e-4510-35f2-b47b-ba8dfaffd890_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1d1185-eb32-33c3-976e-7ff4a8c12a3c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae1da299-1172-304a-82c4-133b5cfb89e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae2e64a5-7f69-368b-a7cd-20bd34b70172_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae32b252-601b-3186-8267-c561782f6015_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae629e3c-c0e1-3172-9133-6d9a4a54ab03_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae8571cb-fce4-3893-baab-8751abdf352f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ae965eef-5aa9-3130-b237-ad192fabbd92_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aea1415e-64a4-3d50-abcc-7e3bfc0b2ef9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aead78b5-8caa-3ba2-a902-4a2c0bc6268f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aebc0d2c-66fc-3ab8-aa33-987cb8129e81_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aec97f0a-fcf9-3b07-85be-7de0770318c7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aeccdf72-293e-3e83-84b0-514ce6ffa1e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aed0a180-a116-308f-87ca-66225caa1f79_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aee00d6d-2fd9-3720-92bb-13344fd031f8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aee1a4dd-8a69-30d4-ac8e-85e76c6459cd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aee9e06c-59d9-36b6-a2e5-6fe5a9c57230_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aee9e06c-59d9-36b6-a2e5-6fe5a9c57230_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aeed0829-e988-37f1-b581-69b489e31154_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aef51c39-1183-3887-b4d4-8cfe5464cef3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aef70bf5-ee4a-31ba-b6e2-1e4ef48d475c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aefbd2a2-d343-399f-b1a3-b160fb11d85c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aefc14b2-c650-39f7-ac3f-cadf7773b8d8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af178c8c-a791-34f7-90de-24230d82f97c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af2f9ff8-b5c5-3249-aaf6-f1e09b910f10_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af30f167-cd60-329a-8e3b-279bca831a31_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af30f167-cd60-329a-8e3b-279bca831a31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af33f750-e615-3090-8a00-d3017189f70e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af3bb08e-dd8a-345b-bcb8-1118f1b6bb87_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af720e50-9ab1-3e45-bb24-419a205d5099_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af751715-695d-321f-a37d-bb25a678662b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af86968a-e168-3577-9736-f70b7b920637_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af88c0e0-ab0a-30f8-9aa9-d3da650717b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af926ccc-b021-30b2-8cd2-5cb43de26c8b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_af99413c-5ba1-37d5-904e-32cfd82ba3c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afa04e0b-cd79-3717-b2c5-a92b0494f718_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afa6518b-0034-3f3e-8949-7b4325b495b1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afb21d55-fab2-3641-9b35-9d6863381d43_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afb48bd2-52f6-3880-8279-6930a21bd69c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_16_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_18_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afccee1a-ddeb-3558-8d03-16acd4767e94_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afd7a534-debe-3e72-9bdb-7964cc7e5ef6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afd9e6de-0641-3b48-87fb-a5ac3f98efdf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afd9e6de-0641-3b48-87fb-a5ac3f98efdf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afda7dde-91dc-3fd0-a0b9-b2da9a4ce4f5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afdb4fa8-f324-361d-ad22-2444a76c9aa7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afdcb691-561b-31a9-8479-b87a80edf72a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afdfd4df-cffe-33e1-8a30-5ba6c2048988_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afe98731-3a38-3872-9f22-d44731fcda24_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afe98731-3a38-3872-9f22-d44731fcda24_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afedf31d-369e-37d5-b06d-d0287b78d68a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_afee9de9-874d-33d1-8d3a-68ad73595009_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_aff5a678-9964-3e1e-a344-4dcba88d9268_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b001f439-7150-336d-8438-093e87a8aaf4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b00fb084-6d69-398a-b91b-64699afd7dc9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b00fb084-6d69-398a-b91b-64699afd7dc9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0127bd0-70b5-3e08-827b-779ab2da15fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b01b1861-e14e-33f7-81e2-12733249c4a4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0235633-a8df-3609-bdf2-a0012e6eb4ef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b025d976-0ee8-3c36-89b7-ee5f44c7b021_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b026188f-c026-388b-afc0-ec5e8d663d38_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b02df106-dfb8-37ce-9aad-88a993e2c380_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b033ce43-ae9b-3094-96e2-ee95a5033f69_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b03f9572-6a20-3ea0-9e5f-f53e89a24ef2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b046af52-9de1-36f4-9d6e-59eccca767dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b04eddc7-4810-3fd1-be77-6c553466b8b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b051f6b8-8662-3314-8198-79a1ccff951b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b051f6b8-8662-3314-8198-79a1ccff951b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b073f53e-e96a-39d8-b847-eeba56fbc0dc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b07fe54d-3288-3f9e-be40-fccb3845afea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b08d3a3e-5c01-33b7-ac88-3d36ca9ec779_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b09b1738-c093-327d-834c-7e8224291b42_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b09c32c1-dd7a-3cd9-80e7-96929d5237e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b09e9602-07fc-3a70-85f9-11abce462b80_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0b17b25-4b8d-3eb5-aae0-ac377ce4ec70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0b26a15-7ee2-31a3-b836-779455afd714_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0bd2e16-6241-3d60-83cf-7a4f1522afe9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0c78c23-30ad-360f-80cd-24548d9fb127_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0c81bc3-e693-35a6-ba6c-175a54c4ad99_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0ce173e-e0d4-347b-81ec-298b66865665_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0d26369-8c60-3006-b4a0-5f1b35b1c27e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0e14a82-0528-3707-a067-b04a488caa4d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b0fc392d-76b2-306b-99c3-d3d61e5ac60d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b107bd82-1251-308c-ad21-2fabf63230f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1113f22-91d6-3083-bbaf-60d66b084ff6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b11a5366-bf18-3fcb-a6f3-1c35e985630d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b124db18-f735-39c0-8601-f19328aca3e9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b125c43b-53e1-3431-bf22-de0c53f07b46_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b13bff2c-f544-3573-afc2-8a4b923a8bf6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b13bff2c-f544-3573-afc2-8a4b923a8bf6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1606bc7-17b1-3492-b168-3826a9aa7cb8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b17ec823-2f16-368c-8e41-936b390d7727_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b17fc494-df6f-3805-b33c-051bc48114c9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1808551-8cec-359f-b3e8-ce90d9d8f72e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1808551-8cec-359f-b3e8-ce90d9d8f72e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b18758ba-82ef-32dc-8ccd-76acca3f8602_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b188b278-7bbc-352c-9c9c-90e40c4a6322_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1af041f-1a1e-3bf1-b83e-99f4c26a4416_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1af041f-1a1e-3bf1-b83e-99f4c26a4416_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1b1b7cb-aab6-3955-bc46-ed83b2e609cd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1be7c57-b3b8-3014-8529-9cb137034ab2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1c45d96-aaf1-344c-a142-1f04e1848874_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1c5f8b3-a7bd-3e9f-999f-fabdc1e0a73d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1c7d3de-6fc1-3c4f-95a7-b1844b912cda_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1c7d3de-6fc1-3c4f-95a7-b1844b912cda_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1ca2bc2-c5fb-397d-ab8e-53328470ff93_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1d2e032-e66f-3f89-a52d-96bce3ba1a30_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1d2e032-e66f-3f89-a52d-96bce3ba1a30_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1d8abe3-7f9d-3101-baa5-9d5ea6a89838_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1db109b-b938-3915-b24c-8d7aec6b6c67_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1e3dfbd-9ca9-3122-b9f9-43777ee275bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1e6849d-fb1f-3896-88e2-23857906effc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1e7a1df-97c3-35ce-8f79-c876824cc1ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1e85381-630b-3f09-84b4-eb0d81b252ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1f59899-bd52-3bfa-8052-5cba8e40f1ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1fc4212-6d23-314a-9d39-7307ffe716c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b1fc4212-6d23-314a-9d39-7307ffe716c9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b204853d-4c3e-3fa6-aecb-1fb04f61e34f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2067e0e-3727-3094-b152-fc5c8e5339db_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b20ca2a6-33d1-39fd-91dd-27f929f3232a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b20d6b88-4027-3c08-8a99-da2895714584_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b210b471-0dc9-39f2-b1c8-652affe1867a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b217b89d-d442-3e51-b1e6-2233d6b238fb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2190223-cde5-328a-a757-ad3039db78e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b219f56a-d460-37fb-9774-66a36ef58f0c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b21d6f9b-74c2-3c07-a9a9-f72fa06d2b2d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b223e798-5fa3-3c9d-8902-680ef3aa14ed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b23123f9-6611-333c-b384-ae8df31a71ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2351578-391e-3027-b32d-b15f660a6823_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b23554e8-8b5e-32ef-8d08-f1650afe6ae3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2482781-2602-373c-bd35-77273df0fa02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b24d15db-9a2c-3f22-86d3-038b6d909ea9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b25d15f6-27a7-36d6-ae61-08bde76f09e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b271bfce-e3dc-38ed-a8b7-4cb636585085_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b27503d9-d1ff-3a10-b195-97f2f88592dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b28ef70e-693c-351b-bccf-4bc9c864e19b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b28f14a3-2eea-39fb-825d-dface0ca288a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b296ffce-4ed9-3fb3-b337-90ba51f91153_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2ba084f-c5e8-35f1-9625-7817bf6774ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2cb9660-eb3e-30c2-9af1-d8820e04ef81_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2ccf697-7449-340f-afdc-271fdcfe73ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2dc5cd1-98a1-38fb-8c02-21bda7e391d7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2dc5cd1-98a1-38fb-8c02-21bda7e391d7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2e87174-b4f7-3812-b54c-10534e6a12b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b2e89dc8-edb5-3f0e-8713-aa740edacd2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3081b9f-ae1f-3249-a8d5-94f795c2354c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3092d04-6898-3a12-a8d3-be5701a65401_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b30faf11-ebc1-33a3-9469-41475a03eb9c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b314a7c4-061a-3526-9f0e-daf31477ef38_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b328660d-72e1-3b6c-bd0f-7517f14efbef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3300f82-9385-35ae-b24a-fa7679a4498e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3300f82-9385-35ae-b24a-fa7679a4498e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b337263c-829b-36d0-babd-1878622f42fa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3487857-3915-31e8-89e1-3abbbd36a27f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b34889c4-02f0-3e50-815b-36500a78dc2f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b34aa092-6fd9-3989-bcd4-5a47b8e210a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b355f021-1ff7-3a92-b18b-481e4060b34a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b35cd1d0-594f-3179-b258-aa9418044b9e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b35fa652-6011-31b2-849b-1e8c674431c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b360fabc-036c-3e58-820f-4d2a42f53127_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b36161e4-f340-3e5c-b366-f20c32dbe8fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b366146f-e8a7-3448-8c4f-bb3f2e1a97b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b36b2d5a-033d-3f3b-8614-00534b18a1b2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b37eca5c-7b9f-3fda-8240-5c52b619db7e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b37f97f3-89f0-30e9-8d90-34b345f140e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b384f4da-e319-349b-b14f-5badca1c4a4e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b384f4da-e319-349b-b14f-5badca1c4a4e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b38951b8-21e6-303c-aba5-651267244d8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b38b68bf-8f04-397c-af2b-28b2a0da7fa6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b39a8f98-2db1-3f6a-ac26-6889e903ea9f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3a935ba-7734-3d27-8109-c57c3590d642_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3b15106-0929-3d4b-81d3-2500f9fe07fd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3beee18-ac01-37e8-9245-a3203f2979fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3ca9973-e0f5-319f-8b30-a4df709d6c42_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3d84fe4-6c83-3bff-ac55-79f44a5d7c5f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3ec1ed2-cca6-34aa-bb19-d6a7a0fee12b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3f17f7a-9c4f-3821-b4fa-3c21b99b42c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b3f32ec5-1f27-3f2a-ba95-e1cbdb1b728e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b42d2ef2-1840-3d31-a697-f0f26d898e8f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b43cce64-8181-39e9-bcc2-8320cc30165b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4438ad9-de4f-38bc-891c-893886f4770d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b459da99-7ab3-39e1-a8a7-ee56f54063e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4877874-c46a-3b69-bcbf-05e6619a9a35_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b48c1935-e30a-3d8b-be49-c5295322a309_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b49faece-43e4-38aa-9922-2a027632c36f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4a584e7-c26c-3364-b552-f9133c51e6ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4b03df7-47a9-314d-ac20-33eba70b2ff6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4bef6f0-0925-345e-b907-a5ad857ae1ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4e0acb4-ae67-3616-80df-cfc0129662ed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4ee03af-9195-3f69-9153-e623a22cc9a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4f3c40e-9294-3ae9-a856-cfcf342a4cc6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4f45c0e-9360-3729-9bf8-2d0b838494ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b4ff318d-010f-34ec-bc68-08d0d178e413_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b504d818-4e45-362a-869a-1d075c8cf856_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b50b01f0-8bdf-3d97-9cee-08bc94f8cdf9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b50c5437-b3e6-316e-bf66-90155ecd7788_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b512a8cf-8b3c-320c-a0d7-38d3f36f9ab1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b5212dbd-36f0-3219-b7bd-7e404ee1d7d9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b522ca1c-87ab-39c4-b9f0-bde076d6902f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b52e7e6f-68f7-39a4-afee-b1dab4659c31_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b52e7e6f-68f7-39a4-afee-b1dab4659c31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b53c3d45-6f83-3593-adba-e2f4234749ad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b561bf09-2f7f-3652-9c9d-772473b91eba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b566c568-c5da-3b0f-ac2f-0ca4330e69ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b567be74-0adf-345d-a7d2-f5d62e174b69_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b567be74-0adf-345d-a7d2-f5d62e174b69_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b56c3177-e3cf-3808-b2c7-69deef752738_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b56cf03e-6b92-3ee3-a5fc-520703cf46cc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b56cf03e-6b92-3ee3-a5fc-520703cf46cc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b56dc045-b648-3891-9bf1-49d83ce75d52_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b57bfab3-e4b2-32f6-93c6-e7819eb6327a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b57c7f1b-4220-38a3-ba76-74fc7b0f0d19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b57e2a5a-1863-3c18-896f-1c01d769e73c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b585ea06-a717-3a70-b90f-ccc5a332d85d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b59479b2-e245-392f-9f15-31370dc74a54_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b5b2e9e3-9f82-3e0f-953d-c51fb26a0f88_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b5b2e9e3-9f82-3e0f-953d-c51fb26a0f88_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b5c32813-64e6-3851-b361-6ea0bbb9f0d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b5fa8fcd-d976-3712-94a2-1a1d5ba48d8a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b5ff1ff4-c406-3312-b475-44e033a4059e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6169df2-2db6-3c0e-ac80-e5fc69deaf86_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6169df2-2db6-3c0e-ac80-e5fc69deaf86_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b617cb14-5bd9-3253-8224-a8556dbd5d9e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b621904f-3c0e-3423-b083-85ca4c38f820_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b624f06f-0f56-31cb-a47f-ea627ce9e483_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b63832e6-627d-36b7-9661-4c2a9def251a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b63b72eb-a9f5-35e6-97ee-214611719ad0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b63ec65d-3990-3d46-b624-9584e442a810_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b642ce2d-f19b-3d59-833c-24e05324c1dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b66fcb54-51b0-390d-b4b2-a80587ac14e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b67125e4-e071-3221-82c8-a07efdc0e277_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b67293a8-b8f3-301f-b83f-dabdaa747ea2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b672dde0-28da-3b78-9401-23a58219a5b1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b673dfd5-4c6f-3020-a55c-99b4e3b3ab68_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b67c18a2-452e-3390-8f92-1250fed06c89_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b67c18a2-452e-3390-8f92-1250fed06c89_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b67c8bf0-29a4-3be1-a24b-2a915ba9be3f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b69803a4-dcef-3fa6-9201-9c7e74242a59_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6987aac-80b7-3a26-8b57-d1606eb97256_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6a055c3-0c77-3e2a-85db-2896f7014b5d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6aeafd5-bc5c-3b28-87d6-a0f42e6d88d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6b677db-d738-3c6f-b817-4ecca82d3284_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6b762c2-6078-3bcd-bf6b-fa4da461824e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6c2f2d2-f52c-3aae-bd9e-2fe2ac374e72_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6cf03be-78c4-3581-96aa-a6b5be9de76e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6cf9410-c574-36cc-9022-4953fcca34c7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6d06eae-b178-3d71-8314-f75c9d148169_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6d7370f-a214-31c2-bc15-419a616035d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6e3be0b-67c0-3634-96a3-1f5a80e4fc8d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6f4b281-3591-3df4-a7d2-4e9b62ce29b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6f55918-1e57-3847-a2f3-e00d25b7de9c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6f9a7a6-4c25-3b6b-98f0-11774cb0d8da_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6f9a7a6-4c25-3b6b-98f0-11774cb0d8da_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6fda10b-eee8-3d80-ba39-542c008aa9a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b6fda10b-eee8-3d80-ba39-542c008aa9a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7003895-e347-3a69-bc84-d365e38dcb4c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7024656-f1e1-3390-99af-99680a807361_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7061733-b131-30a2-8820-eb8f5a9fa8f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7149417-cc44-3dc7-83aa-e22f9407c826_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7173f17-232c-314f-93ab-1ae228b9aecc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b721180c-922f-33da-995a-d5e0e2488619_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b727176d-6b3c-391a-ab8a-8cd600d148d8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b72d1035-1b36-3fdc-8d34-dee28a2f12e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b72d1035-1b36-3fdc-8d34-dee28a2f12e7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b735b382-f587-30f6-9ca0-4ee3c8757c21_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b739ad35-adce-3847-81b2-d64c25637ca8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b74d4c12-f0b9-342a-a765-dcebba92bc2f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b758be71-63bd-31e2-ba53-14f27396dcff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b75bd019-73b2-38c9-b418-1caccff46967_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7616f46-4cf2-3033-9ac3-c1392a510ac3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b763b32b-3a16-3aff-b1ea-47874843bfca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7675fa1-9ef4-30a1-91ca-17c05bfea40c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7755268-84ce-3629-9a32-4ac52a434641_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7755268-84ce-3629-9a32-4ac52a434641_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b778b3b0-b47f-32eb-96b8-ba900a93bb40_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b77a9af7-0144-3cfd-8b85-b0865b50d9a9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b78b2a68-a642-3ad9-af0a-3130a698d319_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b78bbfb1-f9ca-3f21-bc40-b3e7bab0800d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b78c5c60-30b0-3210-b840-5748dc69f461_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b79a3dec-1002-358e-b4b0-d42481396c91_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b79a5693-0c62-35b9-9bcb-eddf9216eb74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b79dae69-acaa-3e9a-833e-9ab204c718b9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7c9a702-a209-37ab-af3c-39e0d2bd98ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7dc65ad-10f1-30ba-9d93-f21d903a91a6_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7dc65ad-10f1-30ba-9d93-f21d903a91a6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7dc65ad-10f1-30ba-9d93-f21d903a91a6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7dc65ad-10f1-30ba-9d93-f21d903a91a6_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7dc65ad-10f1-30ba-9d93-f21d903a91a6_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7dc65ad-10f1-30ba-9d93-f21d903a91a6_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7e26e06-d3b7-300b-b16d-1d764b202aad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7e43d15-258c-398f-9822-2d41f0b8c661_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7e9aa99-bbb7-30a1-939b-4f4ce9555c25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7ef4a68-ba0b-301b-8ab6-cab32ccdba13_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b7f40d37-ee59-3ee1-aa2d-7293622bff39_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b82d39bf-a291-3833-b324-70f1cd8ad8f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b83190ca-c4b8-308f-94e1-aa29dbc39e0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b83190ca-c4b8-308f-94e1-aa29dbc39e0a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8466c0e-06bb-34d4-8a3f-ced14c45c789_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b851f595-031c-329c-93e2-7b2c94fbfe33_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b856e4d5-670a-3e5a-943b-48264937b0ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b85c8987-a570-3aa2-98af-8bb05f85c58f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b868ca7c-4e9d-3604-9a88-c2f3e05b62cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8822f3c-41b3-387e-ae3e-1e1822c6faac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8875893-b3cf-38d9-a4ad-81107763c11c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b88a75f4-e710-37f9-bb07-566382ba8b96_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8941841-fc0e-39e0-b20f-b154e6739a74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8941841-fc0e-39e0-b20f-b154e6739a74_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8adcb2b-8265-3eaf-af64-34e50fbab02e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8b4acde-b59a-3b49-94d1-f45e9e9918e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8b77ff7-2441-332f-bcb5-203827eeafe8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8ba8695-9667-3828-9e9f-73f74afe0d47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8bffaf0-0f1d-346e-aafe-d6cda3351854_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8c28e3d-6809-3bbc-9385-afc431a4d1e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8c28e3d-6809-3bbc-9385-afc431a4d1e0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8ca96fc-aa52-3a22-912e-701d11239087_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8cc0cb2-72ba-3184-a825-a33b8c04c841_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8d11fdb-3acd-38d4-adb2-645eed8adc68_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8d11fdb-3acd-38d4-adb2-645eed8adc68_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8d11fdb-3acd-38d4-adb2-645eed8adc68_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8df953c-5697-378c-ba02-f4de980cd25c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b8f9310a-8d20-375f-9f5a-e97001070db3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b90b3eb3-e76d-3d54-8208-86cbe16e4cd3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b90b3eb3-e76d-3d54-8208-86cbe16e4cd3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9104c61-1f82-39b0-aed0-c962ed872d63_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9104c61-1f82-39b0-aed0-c962ed872d63_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b91370ac-9818-3f7b-bda4-b5f7456e9194_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b91370ac-9818-3f7b-bda4-b5f7456e9194_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b924b629-b8b7-36f5-9212-4604cbca01ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b924b629-b8b7-36f5-9212-4604cbca01ec_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9294d80-746e-3437-9b3b-80b9cb4e250b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9294d80-746e-3437-9b3b-80b9cb4e250b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b92e7ece-1296-3719-bce5-f8519afae9b7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b934bdbd-82c3-30be-8ec5-7d0afc0ffe75_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b944c865-fa07-3237-a880-35bb00284bed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b94a5402-6e12-3af3-b55b-7b8677190707_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b950595e-16a1-38ff-b74c-a478ca550261_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b953c0c0-bd95-35a2-acb0-97c57d22739e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b958b4ca-0463-3ea6-bb14-01374e48fb44_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b96c4b5f-b3e7-3a0f-996d-6da0de705df1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b99ceab6-e871-3ac1-bc54-e48c65ba7809_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9a2fe92-3881-3a61-a952-6048ec9883c2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9a8eb67-6f7a-33d7-b2ba-0651ffee029d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9aba091-10f5-3342-987f-c5c3aa90a3a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9b68b75-bdff-356e-8014-59b6d94e8cbb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9c1f0b5-13fd-3a40-995b-065a9f5d612b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9c28084-9aba-35ab-b2df-0fd331a2e4f6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9e2d895-67b7-3b5e-bd54-afe381f474c3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9e9926c-ec35-3f05-adfd-0709e0679d4e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9ef8aab-049c-3002-b0dc-90dbf25b4f38_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9fbb653-7e67-3d53-a549-2653920baba9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9fc231b-302a-312a-ac74-ff6039e278df_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_b9ff14a1-353b-3d4b-b1e2-e9cffc65f587_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba036e71-941f-35f3-bf88-a9a2a398c545_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba0e2a4c-05be-3f5d-81b5-cef0332c972d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba2c36ba-9432-34d9-8ded-ab9153fc530d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba2df237-e455-3f18-bec7-fb9ea245a86a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba422057-3341-3f41-9bb2-bb47000c6858_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba424df8-0f65-34ec-8a87-13426f96cd7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba501c7f-4217-37ba-8a76-3ce6ff4e3e46_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba501c7f-4217-37ba-8a76-3ce6ff4e3e46_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba51c5f0-5145-3301-9d50-f4042d934c2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba51c5f0-5145-3301-9d50-f4042d934c2c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba593532-562a-33dd-b33b-0032e123b526_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba603ad2-17fd-3e18-bc14-8dfa267d5da0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba671844-fef3-3348-9efb-4d3fb2f465e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba77cb71-7e72-3491-8d2e-7a9d614c90ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba79b56f-3864-39c2-8943-0ee2d05d8fd1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ba85d070-143c-35ab-be84-36223d2f63e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_baa500d5-842c-3afc-9f66-eb41c9748ad0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_baa6f95d-39a2-3765-a774-a675f910661e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_baa837f6-1b83-3563-8e87-03236d64dba8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_baa837f6-1b83-3563-8e87-03236d64dba8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bac4e98b-4e02-3896-b67f-405be12d9baf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bacc7d61-dc3d-3d20-934b-de2b0e861fba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bacc7d61-dc3d-3d20-934b-de2b0e861fba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bad8c10a-847b-3992-a942-73a786a7073a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bad8c10a-847b-3992-a942-73a786a7073a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_badbab55-3f47-31d5-9509-de810dbeeefd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_baf097c6-fd9e-36a9-a783-5122ca784c6d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bafc27bb-98be-3edc-b55e-70d63f8ab2b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bafe227e-4f58-31ca-b4c6-43e473e3eed3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bafe7da4-8c6b-3ff0-ae60-9d318117bd4a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_baff3d96-f014-3459-8946-feafc2a4a753_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb0cc4dd-ed8e-3f09-b16d-02127ce634db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb115e38-ea38-32b8-8981-23ab69d06f53_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb14b6f0-ebee-37f0-85cf-ab0f16744377_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb326ba9-ca97-3bb3-84fe-64ba243c3d59_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb3f7827-ced4-3a02-b1ef-5259ca64aa70_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb4e14e2-4441-3d0a-8765-d1513b180d3b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb4e14e2-4441-3d0a-8765-d1513b180d3b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb595e81-103a-3298-b36d-f5860ae31f4d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb5d4d91-1793-3138-9307-3a100a3a6829_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb6010d7-90ee-3183-9046-9d9597475535_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb6274b3-861e-35f6-9c47-42acf3db24eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb695876-87ff-3e55-9312-b76f698bd9d7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb76babc-e806-3477-8bfa-46686ae70833_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb7f25f5-2d45-3143-ba34-11cdc2a4130c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb82ba21-bc66-3d93-8208-1da6ba60dc84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bb9946b7-8d24-3118-992a-93a97104c90f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bba72dff-6951-3556-be04-4cd98263188c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbaa252c-3395-3721-a7dd-a06d7e9d988b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbaa252c-3395-3721-a7dd-a06d7e9d988b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbc20e3e-4547-3377-97c4-1dd0d0489045_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbd2b88c-208a-371a-8d83-b301be5537a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbd49d57-a695-343f-997d-51b331066d19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbd8e644-602e-34d9-8904-5096ffcdac6c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbe2252d-7015-3cff-b578-36a413d4937a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbe58275-715b-321c-9540-634913753c4f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bbfe0446-afcc-34d3-8d52-bd08fe1df261_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc0c689e-cc29-3791-86dc-30d03beefd06_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc1006d2-277b-3be1-a6c7-5cd80307dfe7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc1b341e-4940-315d-abcf-e491b6af7c45_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc22ba8d-eaa1-3f6b-9a91-c382965413b1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc2c7186-c6ce-358e-97ce-5a5a6ff78012_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc395549-de7b-30f5-b8d6-849c6cfdc199_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc3baf52-6bf7-3a1e-ac41-30fc3b7653f6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc3d0244-60b1-3616-8cec-8e4c33a8636a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc4ed764-d8d5-3c8d-a16a-efd2524fee47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc55df7b-baf8-3a15-94f5-46e88fe04b13_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc55df7b-baf8-3a15-94f5-46e88fe04b13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc632902-8a93-3175-8b11-aea1d050726e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc638b10-18a6-349a-9a85-8cff728e5be6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc6d0dba-7539-3c08-b3b8-f4e20e699e5c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc7415b0-fe7d-30ef-8ac8-0e78dc9adcb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc7415b0-fe7d-30ef-8ac8-0e78dc9adcb8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc789da5-a475-344d-a792-b9174733efc4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc959e30-ddb2-38b1-a836-2d51a4fab4d2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc97327c-084a-3281-8cc9-1c3d2a601128_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bc9950a0-b4a6-39c5-a7aa-640462147efa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bca36502-35d7-3980-b687-9ac65911f0f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bca81e46-0cc2-358c-9938-c90737afe251_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bcb1bdd2-39e9-3fe3-af08-64ff43932461_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bcb30707-8506-3d96-8085-e3646dc1541b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bcb30707-8506-3d96-8085-e3646dc1541b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bcd2b21c-9c86-3f87-bbd1-5f7adf73660a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bce28b17-cd7d-3447-9bd1-b39c01cff64c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bce5e7ca-32d2-3467-97ae-6e74bcc8b067_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bce8e73c-89a2-3c23-ac8d-733d487fe3ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bcf4e36d-0d61-3235-bba0-ad56c83b47b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bcf5d8cd-355e-3130-96c0-04806327e8e9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bcf6f8ea-6eca-3bd1-9182-e9193e9d218d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bcfaacd9-7b95-3632-a157-2e8695267b08_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd1ba087-9c31-3793-b50b-c91dfbfe36c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd1cc2da-2892-347c-afe5-458090ed2a0d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd1cc2da-2892-347c-afe5-458090ed2a0d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd31e18c-77bf-3f53-a93c-27723889ab47_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd3c07f6-3cf6-33bc-98fb-df063c4c8d8f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd44c5d3-ac8c-34e5-b5fa-7ad1202e7fa5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd58d662-9412-3f2e-b91d-8a1c7d427d77_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd5938d7-9eca-3999-b7e7-adaa51836f92_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd5f9f94-a37a-398c-89cd-4827835d9fd2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd729f8e-8edb-3c50-8c3b-e6c22dfb86b1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd729f8e-8edb-3c50-8c3b-e6c22dfb86b1_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd752596-4ee3-3411-89d6-560a1335a36e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd7a0fe0-4cba-3353-abb1-af4e2430c9b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd7d0f7a-aef5-35ca-9e9d-f6e4b722a64f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd84185a-7ac8-3b89-8791-220d94b08466_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd87d079-e824-3526-8661-6f2f7358168a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd96636e-2a49-3e32-8e28-f88fa5d51066_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bd9c9f1f-ce3c-3dec-aa79-ef165504db36_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bda3bd8b-25b8-35c3-ac16-b26e72b7340b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bda737a2-b3e5-39f5-9385-10d213628da3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdb8e519-7681-3570-8225-be2dcd72e421_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdc3eac1-5374-335d-826a-2aaffd0daeb2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdd63c45-12b4-339e-b0dd-fae6a66f7430_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bde1dac8-9e95-3048-a4da-1b727f437a81_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bde8d088-7518-308c-8ae8-88528ccbe9b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdeabb92-e457-3dec-9265-989d386fd6bb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdeb08ac-98ff-3b08-8e6a-a7f8a6a94026_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdf255e7-7559-3dc1-99c2-b46d17f25026_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdf3d872-5c46-3671-956a-2ef73aac5fba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdf73016-a28e-3d25-bde4-4567a29c4af7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdfadf3e-425f-32bd-b1f2-5c99d143edc9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bdfb7865-be58-3212-9c6c-891745d2005a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be14d6c2-c58a-3173-b60d-d054fd13dd90_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be14d6c2-c58a-3173-b60d-d054fd13dd90_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be29e59d-6e33-3eac-a275-7627de03b779_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be2fe398-a988-316a-a551-f4c4dc2753c2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be38e1fe-3185-30f4-8377-2af8a6214087_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be4259a1-95d1-3ed4-a273-1fe561582479_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be47bfce-a1d9-3c1c-a8aa-8b3430ae59ca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be4d3c69-152c-3cc2-a640-547f6ec92909_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be6a7719-3341-3f0c-9afb-8edd95b4cb9d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be795c2d-0d77-38d6-8326-5c1f37b553e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be7af9ff-615b-31d8-8fd2-f8ff8913b9fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be7b3a36-6667-374d-bb79-c0a650a9e089_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be7b3a36-6667-374d-bb79-c0a650a9e089_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be877b85-8c05-34ed-8af9-9a30c4709f53_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be924927-abec-3ade-8dd4-3471a54f2369_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_be9cc011-829d-39d7-a6e2-f7654be4c941_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bea47106-3420-364f-ae76-cb630be50c92_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bea5d0f7-8406-360d-8e79-1b20d1d448c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bea5f4b4-b8c6-373f-8b25-7ebce73c275d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_beb198da-4a9e-30b0-b3d5-7bddae92af74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_beb198da-4a9e-30b0-b3d5-7bddae92af74_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bebd5bb6-42c2-3421-89bd-517997aeb74b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bebf67b2-bbd8-3943-9a75-6c1f77cba533_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bec143d1-7d19-3089-b42d-68b849496d0e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_becf31c3-f875-3795-8859-04d029e42803_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bedf1c67-e123-37a3-a2e1-be4ffefd11dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bedf1eae-b9cc-3d70-9559-608e705cdbe4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_beedb34b-7262-3e93-bfa4-65431bba5eb2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bef38861-3085-3fdc-afc9-60109f824cd4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bef3bf2c-2892-318b-9d1f-928e977780bb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bef4ec5a-ac6d-3874-948b-92e1d5b8ba4c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_befbf176-0752-3a03-938d-1c8ad2096c71_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf0fffc7-6530-38a1-8425-6fdaa7337e91_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf10d7c5-c93c-3e20-8157-da1262d04910_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf23cf51-0142-3bcf-b2d0-bdaf840c4218_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf23cf51-0142-3bcf-b2d0-bdaf840c4218_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf2b18dd-e5b4-3977-bf97-a0e39490aef7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf2e0d4e-9b4e-3658-ae11-2694fa37db85_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf3d479f-b72c-3ca1-af3b-297163428996_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf41d1b5-3c2e-3383-8782-acccfa31c0f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf42c827-0c91-3406-b92d-3d9fb2678962_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf4af500-e7cf-38d5-b0bc-5a886ffde197_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf4b178c-4670-304a-a1cf-2a765006d1fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf52dbdb-7042-31ed-9a6e-4ed45e03126a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf6d6e9a-bbfd-3874-b9c2-707562a2d42d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf6d6e9a-bbfd-3874-b9c2-707562a2d42d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf75ee36-383f-3e40-95c1-806cbf883880_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf7dfbe3-8776-34fb-ba43-ce5c79792ef6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bf9320e2-d65e-3346-b3ed-ff243e62b398_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfa4ea07-d2af-33e8-b7b4-083d210a60cd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfa75c90-7273-3cd1-b5c2-870ff657ec1d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfadc10e-0595-3851-acaf-c88820885c9f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfbbf707-e0dd-36ee-a426-27b869eac3ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfc15d08-5d1e-3dd0-827a-1bcd35e193c6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfd35416-9d02-391d-9b82-1d93248b23e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfd707ef-5c82-3258-9195-98b073c1c2a0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfd8d488-db41-3918-91e8-097298f10295_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bfeb4609-d0e5-33c1-a15d-b0e7184a84f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bffa8b2d-8ca8-30d1-b2c8-e50090bc62fa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bffac976-42da-368a-8ba9-15dc3d80940e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_bffd7309-a947-35d2-80bc-0b89c524bd1f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0077398-b7d7-3362-9330-88bb0262bb09_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c00de71c-bca4-386d-ab97-94ddde6ba384_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c014fa55-cb4b-3000-920e-ffdec15e5bb5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0196621-247f-3c48-9dcc-7608b7cf778f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c01beba4-f3fa-30b0-b591-7082cce7c3d3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c02135d6-a67e-35a6-89aa-ab1993d78e93_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c02412a0-b880-3c27-90f4-aa03121d4ef6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c02412a0-b880-3c27-90f4-aa03121d4ef6_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c036506e-ff09-35ee-aa6a-370127fd8236_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c040293e-02c6-37a4-a0eb-91355d878dd8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c04ba577-f69f-3349-927e-1d491b377fac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0588bd9-a6d8-3acf-ae4c-1154fb73ac38_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c05bc387-c095-35d1-83b0-babff7c58cdb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c05e9c9e-99f1-3dc1-b72d-fef868c9a508_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0741516-9173-3a3a-b07e-2b0e0f07e4a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0767298-b0f2-3cc2-893e-4fe937cace1a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0767298-b0f2-3cc2-893e-4fe937cace1a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c07fac79-f085-3034-80bf-2db8e5be31f9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0818d7d-819f-3c2f-a42a-61fc059a831c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c09e3a93-24ab-3d1e-8166-3a7dc8f001d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0a6b37f-bea5-37f9-a7e7-c711bf30cd2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0a6b37f-bea5-37f9-a7e7-c711bf30cd2b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0b43dd3-7269-3e0e-8e10-854ddc9c1d9a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0b8cfeb-cf2f-397b-8a03-9342abcc906f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0c21449-0523-30e3-901c-1253b230511c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0d9b3ec-8e47-3b6c-9a23-f323db492cdf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0dd587a-d362-3af6-b81a-3d9b6f91f310_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0e0cb5c-4eca-3a91-86bd-d0a86302dfee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0f02a91-d595-34ba-8b91-94869c57c27a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0f937bf-2439-375b-9d6d-ecefffbdd643_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0fe4cac-422a-3de8-a2bd-a17865ba7bb0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0fe624b-f75d-3765-a9da-4987a1736c4c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c0ff6440-e49e-37c5-a0dc-a4d19a3e2921_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c141ca36-6748-3244-9940-61bfa72dfeb6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c15a7724-10fe-3b85-8d0e-8f419867e01d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c15eca28-e13d-31b8-bdf9-ac317bb52dae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c16f1f77-3c51-3ad9-b305-8bf0e4d6547c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c172cabe-bb99-30b0-a990-5219ddca085b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1734d4e-4832-312a-8113-80cf3b9d638d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1762676-36b9-3e77-8a6e-af5ce81e9b5d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c179924b-d66d-3118-8152-2279d87411d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c179ad57-a7b9-37db-8b28-00e5af323687_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c17e31b0-9946-3d4b-9ecb-cc1d4856a877_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1881d1f-3c99-382d-81b7-645c7d00cd7d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c18aa13a-36c7-3d8e-a16f-c60cafb51cb6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1961745-d223-3302-8a0f-7dbdefd461e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c19cf99a-6c6b-3329-a867-9ee2368dec2e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c19fac79-f219-3f86-bfd8-3d703e2366c1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1a42a54-d357-3678-9c50-90e0b46f989c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1ac7847-3959-316f-9f1d-9658ced8f200_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1b311a7-2529-3a2f-85f7-fa7f28a9d7d3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1b318e1-b36b-3de1-b58f-e97dcfe7c633_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1b318e1-b36b-3de1-b58f-e97dcfe7c633_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1ba3bf3-debb-3fff-94a9-54a279e76418_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1beb1b3-2c4e-30c6-9fa5-25a50f131785_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1c0880c-f32b-3035-bab2-6fdb2cda0824_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1c84c4f-7c03-3fd3-99e9-0fc0fd1755a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1dae653-c733-3cc7-9781-78d78372c161_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1ed04a1-6931-3164-86eb-46b51ad66e8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1f30bf0-a475-301a-b858-14250b8e76f5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c1ff1931-1e7b-3c15-bfa4-1fad001bf68a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c207d33a-43ce-3d7a-86c5-94cd6617a126_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c20c7350-7ba8-317b-af31-c6df02f8c551_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c21403ae-d349-3626-bd2e-119d2662e4b1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c21b0093-a35b-39b0-9fbb-7994ae28be65_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c21b0093-a35b-39b0-9fbb-7994ae28be65_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c21ec4b6-4ac8-3e8b-8cbc-82d903b52fc0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c21fedee-b347-3fff-8d45-d5f4014b77dc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c225a601-9b82-32a6-a463-1fe42e00be1b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2292a1d-d003-3486-bcaf-00ddc2ad54ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2326c3e-5c1a-3a4e-9fe8-a716f562dd2d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c24d9811-3dce-32bc-a7ae-177dbbfc9854_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c24fee76-22ac-38ec-89b9-10c0177a0980_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c26da14c-0678-39b3-863b-544f04fca768_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c26dc32d-e9b7-3089-840c-b442707f2875_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c281d40b-2a9d-331d-bd7f-c2fba9b3052a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c28b43a7-042e-32a1-a704-1e27004ccb36_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c28d6333-f4ad-3f2c-ba02-020a31f307e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c28d6333-f4ad-3f2c-ba02-020a31f307e3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c28dd96b-2af1-3657-8adc-80cc9718eea4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c295eda1-a8ae-31eb-9e7c-4b218a074369_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2ac58ff-072c-3caa-ab10-bb61fab1a740_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2ba5c28-caf8-308e-a466-a3e9d8102ec6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2d1608c-b224-3144-a522-b45b2d4c02cf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2d35e51-d4fd-3e2b-8adb-427e78c5625f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2d3bc51-c6b0-3c09-a3cf-887b6c4bf577_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2e88758-9257-38f3-acd7-8e30ca2a77aa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2e906ba-bbb8-3526-a5c6-59111d99d1cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2fcf521-719c-3e4b-80ad-8755ae43ae6d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2fcf521-719c-3e4b-80ad-8755ae43ae6d_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2fcf521-719c-3e4b-80ad-8755ae43ae6d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2fcf521-719c-3e4b-80ad-8755ae43ae6d_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c2fcf521-719c-3e4b-80ad-8755ae43ae6d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c30663d1-c17a-319f-87d9-8d7fa500dc6f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3104305-fe3c-32bf-b5a7-4a37ee13573c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3104305-fe3c-32bf-b5a7-4a37ee13573c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3142aac-23c8-3440-a963-8389ea5914fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c31d87c1-36c0-3f51-a0c4-b318ad3671f8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c31d87c1-36c0-3f51-a0c4-b318ad3671f8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3231c0a-308e-3e89-8117-f8299414864d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c336d402-2ccc-34e0-9632-e6eb1180c29d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c33a72f4-5dfe-30df-9062-24c806a17152_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3418674-136d-3b58-ae3f-b74cde31a6c9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c34301d3-7250-3227-b855-23b302836503_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c349ccc5-bacb-321f-a30a-ca9b5cc7493a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c349ccc5-bacb-321f-a30a-ca9b5cc7493a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c34fedcb-71b1-3ad2-8e94-2320f48d5443_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c35530b6-9b9e-3ffa-afc2-aa09f52a072b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3581c00-046c-34b5-ab49-ae7ffcfcf460_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c35ba901-b27d-3d86-9f15-71653099d644_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c35ba901-b27d-3d86-9f15-71653099d644_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c36eb945-d542-32f0-ae19-bad082cf6ee5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3787f47-3eb0-3738-b8e4-b9d8ebb815c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c37d8620-d7c6-33c6-ba73-3a3e7704a54d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3826c6e-6b3c-31d8-ac93-7c5a7c5ca64a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c38fbfc4-61da-352a-8abc-5ffc1ae06df8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c395e00c-57ea-3f98-8731-8bb63e823b23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3aebf90-86e1-3d10-9081-8914f0c2f856_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3b58d61-dcbb-3556-a761-1414aa0457f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3bc2155-ab28-3ad7-a6b3-b777c11dcf6a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3c0b039-33aa-3e6c-9fe3-a9adab2940da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3d7319d-e070-39e8-9701-254ccbd5bdc6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3d7bfe2-9af4-364b-aefd-a5dfe80f7d2b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3e545f8-8c2d-3940-882f-e817c85e179a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3e8dd71-e3ed-3ac6-aaba-be80b6a526c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3ec518b-f5d7-3773-9983-be106ccf779b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c3fdacd1-4579-31fa-a852-078f6da00190_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c405255e-efe9-39b0-a7eb-27c5b0917e95_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c412d7ec-ccc2-3ecd-8ac7-6015545bfc6c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c41550fb-9c0d-3847-a614-b9abd41703cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c429005e-db99-3a15-9caa-bb19c8d819a5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c43bc806-2049-3eff-88e4-9dea1f513a44_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c458e579-1dfb-3b23-80c7-38ac1088200e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c45e9d98-dbf5-3c4b-993e-416315e0e238_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4796f4e-db77-341f-ac88-134c0b8c2adc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c47ae9e7-e4c9-3f75-b567-f29939c29cd8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c481fa00-a80c-3d34-b025-a47d5e0eff41_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c482eaac-6f17-37c6-8868-b480b29842e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c48a0b75-c758-3505-b525-848aa1898ea4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4998ccb-c900-341e-9095-2c55b597c53c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c49a9ae9-0091-3cc3-8c58-096b5137c407_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4a15323-349d-3677-ba88-31c233122edd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4a2b40b-5f4b-35fc-beb3-8395efcc35eb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4a8788e-f06a-34f4-9521-5190bf6ab332_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4bb41c4-b0d6-39d2-a138-aaf2e7974d10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4bede05-2dbb-3087-a7e9-20b284efea4e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4cc415b-6e0a-3f2b-9603-88e6daf573a8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4cd27c2-be19-3d29-a600-b7f6ffc51d10_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4cd27c2-be19-3d29-a600-b7f6ffc51d10_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4cf9e85-cf44-3321-a63e-c74e37689841_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4d4667e-17f8-399e-9e3e-f6dd9fbeb32a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4f00887-0f01-3398-8624-47439c124b9e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4f23a57-de2c-3d23-bde8-70775ba6d223_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c4fc8984-7849-3a5c-8fc3-d99567203dec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c50e34c4-f2be-3119-b45f-80b7aa813b3f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5208b56-3289-3d9d-9d1a-70f2be14a115_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c52710de-ab9b-3e5d-9238-76b25e0f8a3b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c52c0c83-1c48-3936-bbb4-215ce84af6aa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c533dded-bc4d-37d3-a94c-f139287ee415_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c53f309a-c54b-3bec-b862-14162ec6952f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5501904-e023-31c1-9247-710f37dbf762_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c55f89ce-f94a-3603-8553-7aed511a1c92_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c569e269-f7cc-3c24-ad8e-4367a236f7f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c570b425-95bf-36ef-9998-da06229c7b55_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c575008b-6371-3b6d-a3d8-6e5c7a98baf2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5783787-2ca8-330e-b2b0-a0c722fa1f11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c57a0897-8b70-321c-9224-ce0b7cdf33d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c58bc65b-1779-31a3-a924-1a8d39fd0c8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5904647-d884-37ea-a315-d782ebf6654c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5a059a6-f165-314b-b07a-3c2792a2b4ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5abfb8b-b965-3e9d-a8e6-55b9a5c9544a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5abfb8b-b965-3e9d-a8e6-55b9a5c9544a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5adbafa-cdaa-3a7e-896d-31f7b8a0f1a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5c040ff-af7f-3124-affd-7600aa88a9f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5c3c552-83ff-3dde-9c8d-dcf0cf14c824_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5c4a87b-8779-3bc1-a6e3-a97afceece95_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5c4a87b-8779-3bc1-a6e3-a97afceece95_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5d3239e-05ed-3443-8639-de07369b4063_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5dbe522-38e0-36c8-bc88-eecda1ccd393_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5df6df5-cc98-37a9-aeba-d98af77c1eb4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5df95ba-2545-356c-9c64-d678661b641f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5df95ba-2545-356c-9c64-d678661b641f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5e4ebb0-4f47-3baa-8ce7-1aa98d1499db_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c5f34985-3e2a-3ef2-a41a-67630f1f0b15_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6054fd4-a08f-34f3-a434-5c64ae3d8a0d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c614d31a-25c2-3fc0-953a-f9ec10ee9de7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6213556-9750-34e9-9892-b23732f97936_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c625108f-1a20-3679-94b5-dae17566d4cf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c626f9e4-8450-3b8d-b773-837105ed6e0b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c632ad6a-9645-3803-b7ce-0e487091f1e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c636d48a-b165-304a-a766-2fd6787b1740_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c648149c-654b-3fbb-86d0-2d8d16e889ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c648f3c8-7efd-3c9c-9e15-735512219671_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c64e35ab-4bc0-36e8-965e-d0b530c10664_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c651fc08-aedd-32c2-8e6c-7f62d05dafbd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c656e8bd-60c9-36c6-84e9-3a53e66cd360_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c65f0557-ed15-33af-bd00-76a83920dee4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c65f0557-ed15-33af-bd00-76a83920dee4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6612b24-0dd3-32f0-8966-e35225314654_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6652d40-efe1-3417-afd3-21c4184ae4c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6695824-edbe-3244-949b-d667440a5ab9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6695824-edbe-3244-949b-d667440a5ab9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c66a5e47-ebfe-3da3-a097-f36e68b4773d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6706ba8-3f34-3356-9639-d428ae19ba4e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c679b7f2-6a34-3d52-b8b6-25491c7705f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c679b7f2-6a34-3d52-b8b6-25491c7705f0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c67f4cb2-bad4-33fb-8e1d-08e499aefc45_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6802125-a5a1-3cca-ba0f-f156191e0646_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c68150b8-f04a-331b-8d50-119847d6fef0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c69bb3b5-a5ab-3b9d-a3fa-dcfa987b3ae5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c69df7aa-ef65-37ac-8eac-8ba107198f31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6a4a5b5-7c03-3c66-99ff-0290c9cedc23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6a533cc-1b37-3f2e-9634-af84a17d35b9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6c2c4e3-581b-3a87-ae1e-5ed42a0e498e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6cb199d-77dd-3c20-856d-86bb952eb752_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6ce0493-2c2d-32df-bf95-9f75f5abc160_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6cff074-a505-34ec-a61f-20ae3a01af92_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c6fcaf55-e977-3cba-bf1b-ba64a7585e6c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7016153-f70d-3a9c-8de9-105a0128b960_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7131595-0701-30ee-9afb-4d177c5f51b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c71329a0-77c0-310b-b5f0-ac46ec9fa540_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7234a79-56f1-3bd0-8157-603029a62228_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c724a695-0b76-372c-9d99-a3d96037a139_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c72e0bde-6bbc-3ca4-bf3b-a1b8568071d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7452a5b-c334-3449-98cd-966034cb6b9b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7494f7a-7000-34c6-b6ce-85cee9ecc532_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c74de7df-26ec-395a-a2c0-1a665b875262_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c74f7f5a-00d2-390d-8021-7ff81aecdabf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c74f7fde-fdad-3641-ae42-6619940c7f93_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7772037-a8b1-3368-86e9-b33086ecb327_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7801370-87e0-37eb-b317-0af3349bc8ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7a81166-d2d4-3dc9-a7f7-6b86cf801a10_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7a97466-ad43-3784-a014-8d3ded86be2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7a97466-ad43-3784-a014-8d3ded86be2b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7ba2219-443a-39fc-879a-fc2ff3089456_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7cbd716-2ed8-35ca-9652-f8488d96f0e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7f6afdf-d654-319d-9cfb-46552096e066_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c7fa2b54-3bd8-3dbc-b462-a3a3d72a8a7a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c80e45f3-7a30-3f51-a80a-d27f3355aae9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8138034-ac91-391c-b28a-7247ab70767c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c819cb11-1248-323c-a6a5-39280b46fe4b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c819cb11-1248-323c-a6a5-39280b46fe4b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8240789-cb24-338e-ae29-74da9d8945af_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c832c1db-7619-3436-a648-674ad208747e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c838e42d-36c4-3d42-9972-0ffb56d9bb60_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c83c896b-e953-3931-98c5-2684a4091dc1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c83d2023-6991-357d-9cde-c7121e2d4177_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c83eee0d-e412-3489-8f81-c97c520eb898_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c849e1cc-2620-36e1-ae39-89e1a9006c12_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c84b37d9-ac8f-32fd-85f2-1c4a79041db8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c84cf233-603d-3f29-bc84-4dfc952db2da_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c857d8b0-cabc-3637-a753-2fe13a240ec1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c85998ea-45d7-37a6-8161-8366d1f23b0f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c86ad8c9-884c-3554-9f0f-10074940231f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c877fd4e-e617-3469-aa81-fe271a5f5699_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c87b3aac-78ff-3cc2-8b84-2d072a149c68_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c87bbe15-1a7e-3207-b0ad-6bce460b10b6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c881792d-8de3-35f5-a229-8c1c9167ecba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8889530-a446-347c-ac1e-f20664634a08_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8b210ce-d9de-3086-9035-ef7b554abe0d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8b6a400-dbb2-3015-8902-a4eb00687876_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8b91ab7-86f4-3d84-88a3-579c2c2b400a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8c6ea83-1a5a-34d3-a94c-9f62a0e6d75d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8d2d651-68b1-3b97-9f82-f81412d35a52_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8d42b00-0475-3612-9f9f-a0be3c9b7b0f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c8e1a9ce-8b38-39cb-973c-ab370132ac6f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c90a29b2-f8d8-3f75-b0e5-cade0655fe34_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c91c7e94-8991-3695-8a33-217bb2f04690_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c937358d-2604-3f9e-a2b0-89b36c99f1cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9388917-d39e-357b-bde6-945a416d9970_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c93bc363-64cd-3f2d-b652-b3986df18ea0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c93bc363-64cd-3f2d-b652-b3986df18ea0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c94218d3-bfde-3694-ae5c-c6ed825e4350_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9435123-6dd5-3e84-8daa-08c9710c6fa4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9480b87-9ce6-344c-90ab-ac4062416e1a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9599fb3-5790-35bd-a558-b72aa2f3e623_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9802add-6f51-3aaf-98ab-bf72df705269_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c98c2709-d079-3bd9-ba37-26baded5a9ea_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c98f8a6a-b38b-3856-9bb5-5bfd4e27d158_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9932ff6-cb48-35f9-b6e7-9e8ceda7ef60_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c99df2fc-7a42-35a4-aedc-61126e5b44ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9c07ac5-5308-3b05-9055-acf026c9af43_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9ca1824-ce24-3d17-877d-9b741e90648b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9cc72c2-e6dd-3b66-933f-fc99c4edaa90_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9cd4de7-2821-3302-bc19-24b192553670_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9d5bb49-eb10-3076-9a0e-63b2d2a75d59_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9e8c57b-ea05-351c-92d2-d307baca88aa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9ecbd3a-5290-31bb-8091-b328a7837dda_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9f9d154-5864-3f79-87af-824721254650_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_c9fed5a2-a6ca-3fa8-9f0d-b84e70e16919_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca02d78f-c315-3cbf-b69a-13de3dd28335_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca07239a-a5b5-33f7-b916-f1fdc1cb4a79_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca16c8ab-e96d-3c76-98c1-4efdbaf9aab7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca1c5a60-d02c-3d1e-adce-de1a78b9c66d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca2e2faa-f525-3856-bf1c-33e78bbdf5d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca5f1023-80d9-3b0e-a28a-a6fc7fb9baff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca671f09-a810-31d3-8832-f93468f4f54a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca671f09-a810-31d3-8832-f93468f4f54a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca6fb2e7-f131-3342-9e90-c0da9fad9169_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca78cd72-16a3-3db5-bcc7-e3c57eaf87e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca7eb90b-b9b1-3595-a6c1-5eba3fdf5425_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca9b6c9e-d72d-3a3d-99d5-35f2328d8774_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ca9daa3a-4b14-3b20-93e2-1385226b2502_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_caa4e6fe-dc4a-32be-8730-93d65bbd1416_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_caae94dd-63fb-3477-add7-c8a149a87eb0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_caba3007-a3ef-355f-93db-021e06bdc4cb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cabeaff0-0d85-37bb-a43c-f57f609ebca9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cae2bb96-5153-3003-8e63-a1d1db8e5aaf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cae81451-b138-3dc3-b313-ff8f33c83828_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_caec4fd5-7eed-3541-ab8f-5520b598f5ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_caec4fd5-7eed-3541-ab8f-5520b598f5ef_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_caee9703-536e-34df-be4f-bfeb8569a54d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb0652fc-b486-3250-9ff6-2dd3f7966a2e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb0652fc-b486-3250-9ff6-2dd3f7966a2e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb15135a-13e5-307c-b752-793df6d3cf0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb19aa6a-97f4-3344-b2ec-6aa885d4fc2e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb2a884f-dc42-3f12-a298-05b4c1431590_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb33a9c6-2160-39ab-ae77-dc230896204b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb33a9c6-2160-39ab-ae77-dc230896204b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb397d20-22e6-39ac-a6fd-9d4fc27b66b6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb5a58c6-32a9-3e4c-b941-0b7b0f6cd4b8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb68de13-d5f0-3789-99e3-e784bd729c38_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb6cff67-a638-30c6-9815-7991764221ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb706a0b-fae2-3b52-9186-9cb47f380312_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb79ad93-9c17-312f-8d4c-486a0444052d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb877ba3-864c-3531-b1d9-f450b84f5c75_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb91c22b-3ba4-355e-9b51-75ca4f17230f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb9698ac-e141-3a70-bde5-94b2e65c1d08_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cb9944fd-ecdb-3b49-a9b7-29de5add65eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cba5fe29-1bd3-3988-ac44-000261170165_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbb9f42f-1cbf-3ec7-9609-a24e226330f1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbb9f42f-1cbf-3ec7-9609-a24e226330f1_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbbc6a19-184c-3af0-b13b-b2f257b61cbc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbc83b17-a082-31f5-a885-b498cadee594_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbc83b17-a082-31f5-a885-b498cadee594_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbdfcea3-9395-3920-b6a0-dba3327f2b3b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbe6b154-6fa3-3ab7-b54a-f77eef0c18f5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbe95f1a-34f7-3bbd-9080-fee7983267e8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbee9079-8f5f-3232-8bbd-fec0c28931de_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbf60be2-f22b-311b-8f0b-214e6e8bb9a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbf8539f-8773-3a90-ba02-34bf6cbb487c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cbfec384-c0ff-3899-909f-1000c5bebf0a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc0c2bce-11e6-3288-8cb9-70c0dd80c65c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc13ef73-18ff-3319-a6e6-60763c0d66f3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc1e520b-8ede-3ea0-a838-05ac0bb8b493_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc23fcca-d728-3839-a4c9-3a151799d2fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc34ec10-f9ff-3ae7-93f9-d2e5c10d5b86_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc3b1d90-8b46-3b1a-afe9-2d16b9a83b43_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc65998f-785b-3ed3-95bf-a977d3bacebc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc65998f-785b-3ed3-95bf-a977d3bacebc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc669ab3-a394-30de-8891-af8381b77e75_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc718c65-7b33-3f0e-8ca5-bd4d45ae4173_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc771539-a118-3595-8721-3872592975c1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc7d87c4-4442-3126-b401-f8c498d72927_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc7d87c4-4442-3126-b401-f8c498d72927_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc879599-e476-3882-b045-81bbc93106fc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc8e2d59-19e1-3417-889d-fa70eed45466_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cc953b4b-ab32-398a-9693-be656b55ceb9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cca8f016-c021-3088-ae02-0a982b41d9f8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ccadeedc-f365-3874-9830-fd99dca33a5d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ccadeedc-f365-3874-9830-fd99dca33a5d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ccc34908-3007-3712-b88b-d4d369533f4c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ccd82cd6-b3eb-3859-a0a8-50abb9f28271_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cceae543-09b4-3d8f-a1c9-602d3f876e64_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ccf2a88d-740d-3e7f-b576-82f9362b6761_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd1a7179-f643-3e35-bc30-2d6597ee7be4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd1d0201-7378-38c1-8d4d-8c8e44b7cf8d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd20c3d6-895a-3581-bac3-3038dd137bd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd20c3d6-895a-3581-bac3-3038dd137bd0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd293a82-3466-3e3c-bbd5-e54f373af075_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd2be33a-3435-3e3e-b293-b69c430e52a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd3b7f34-8bc4-3c0f-b4a6-57944163a559_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd3f08d4-b1d1-33e6-9d86-008fb6dac54c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd44b5d8-f0da-396f-aa07-b0fe6a0db6b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd4c6e9c-b836-3b2e-a3b5-fce27b5a7ee6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd532425-5f52-3837-8823-2a3df508aa71_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd5344cc-29dc-3cdf-b4c7-04e75b4cc9d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd54db17-75e3-3c24-8160-3efaea3b1409_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd54db17-75e3-3c24-8160-3efaea3b1409_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd5bf74b-49d0-364a-bae8-9258260d483c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd5bf74b-49d0-364a-bae8-9258260d483c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd78efdc-7c1a-3831-8e04-d3ba779c61cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd7b24e1-be26-3ab7-9a71-e726874aad2d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd7badf7-56f7-3e84-b6b6-3023219a26f3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd80c0c9-709a-34e3-ac05-6bb2f9b97aca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd870790-c9ff-3e5e-98dc-d5e8ba1164c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd8789bf-dd06-342f-9f12-0c2679335a67_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cd9e6026-f0eb-313b-a6d3-02882febdf04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cda60bbf-f8c5-30d2-8455-fa97b064a21f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cda60bbf-f8c5-30d2-8455-fa97b064a21f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdb1fae5-03aa-33e5-a25f-cfecba0ddf07_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdb8ddfa-a5e7-3bde-940f-2df6947db67a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdb920d6-6a7c-3351-b0c7-404d2a3d2612_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdc34b8c-b48a-316b-af35-162c9fbed609_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdce5553-ed35-3941-b786-a1d153c947fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdce5553-ed35-3941-b786-a1d153c947fe_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdd45a85-20f4-35b0-9aae-ce2f4e26b87f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cde24cba-d007-3a1b-91e7-62e5ec66eead_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdeb4a49-5b73-33d6-90a3-5b5757f22360_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cdfe5f85-9851-37f7-96a1-26926ae0e9f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce07ad59-38b9-33f0-a799-e39b4f26f339_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce08157a-0851-3951-a32e-fdf3380a30b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce0bf537-b520-3b38-a027-1d7f0f0a9d13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce1c3765-7b98-3901-a628-e87878b7ff4c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce264a83-2288-37a6-bb00-ba33859bcf23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce287f9c-6d19-3ede-a0db-a35b0604d9e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce2d3458-cc54-359f-9d04-d0dcbf221341_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce2e8fa1-8591-3270-84b2-6085df4e8407_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce3049ec-df05-30db-9496-8c6c23cb6dcf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce3c4b65-1cc5-34d0-b7cf-9c5ffba63eed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce478116-dcf6-3cf9-abd5-e449b2ce57e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce594d56-c80e-3b6a-b58a-0fe33a150c26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ce70401b-a763-35aa-8f97-c0de920f18a6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cea3c92b-0fc1-3487-aec9-1872f988ecaa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cea73298-2a27-37bc-af03-f008ee98b5fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ceb292be-11f8-3531-adb4-fb7c494e89e0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cee1a287-976b-35dd-82f9-ca840bc531f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cee1a287-976b-35dd-82f9-ca840bc531f9_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cee7f230-0ab4-3361-8ae6-a96adff1e908_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cef805c2-a2e8-3c77-85ff-4399c717f03a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cefded34-be58-3288-8545-48116953d7de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf0b99f9-3f7b-3e04-befa-c85ccf307d83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf0dcc2d-2688-3a5c-b8b0-e6c50ecd0bcb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_37_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf179fbc-8422-3dff-a605-514058d074e4_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf281af3-25ec-36ab-b5e0-429daf95c372_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf45f428-c6dd-3c7d-88d6-8c14e35da34d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf49314d-e7c4-3ca3-a7ca-e8500c923fdc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf501e0c-65f0-3374-817d-014e48ba8fab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf510072-4e75-3853-b352-0dff4c949d59_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf558c7a-cf8e-343a-9a9d-08991a1e0761_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf65a1c5-5495-3c70-a0a3-524ebaa12e3a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf79803b-3578-3f56-9ac6-ec0db40656d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf9231d6-6fe2-33f7-a522-3613a8a28db3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cf999f59-f5ac-39a6-8662-e3940e41f383_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cfa0c92d-fa09-3714-af34-794471583a99_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cfabcf49-8021-36be-89c0-900f1e9118b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cfacbc30-a94b-3bdc-bb8d-23f5dfb0e0cd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cfb4de80-4b03-3a2a-99bf-324ca1578d6d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cfbe103a-94a1-3d5c-8cac-7c9effbc8dad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cfdf00b9-3c8e-3f1b-b83c-02e326a92438_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cfeefe6e-fcec-3184-8c86-fd3ebd3c2d6b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_cffe50ce-2eb3-3a2f-954a-7c6464e0ee86_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0243ff5-e018-3737-8d35-6f8bb5c33055_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0243ff5-e018-3737-8d35-6f8bb5c33055_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0243ff5-e018-3737-8d35-6f8bb5c33055_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0243ff5-e018-3737-8d35-6f8bb5c33055_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0243ff5-e018-3737-8d35-6f8bb5c33055_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d02596a9-be4e-393b-909e-7da9743658ef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d02d0032-c526-39cc-a2d0-971623ddb5c6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d02ef25a-8e53-3d5f-9ddb-0b0cb809f6e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d02ef25a-8e53-3d5f-9ddb-0b0cb809f6e3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d03a413e-9b59-39e2-beed-8f854117e42d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d050ee52-6bea-3166-882c-8c3abb0edff3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d054f185-79e0-3ccf-962c-8267940eaada_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d05c4a60-b3ae-3a73-8b94-408c94b4d3e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d069c872-edc8-334d-ba51-1ad392ea7c4b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d069c872-edc8-334d-ba51-1ad392ea7c4b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d076d39d-f6d3-3299-9696-a3919f833df4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d086b4e9-1f33-3465-9b5e-a7a068e08580_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d092069f-458e-346c-be21-4bad45c58818_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0a8a3d2-5bca-3c33-8629-2c62b885a8fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0bbda1e-4617-3ed2-aa31-3df343de0856_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0c73316-e99a-3fb9-a83a-990edf4d4bd7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0d61f85-5632-3136-8ccc-58be9db131cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0d97cec-4a0d-3b8e-8925-f3c8370d9431_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0d97cec-4a0d-3b8e-8925-f3c8370d9431_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0decfdc-1d06-3f6b-8965-7d7ec0e82d70_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d0f35cff-708a-3aaa-8664-a7b7abfb14f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1110cc8-356e-3838-b699-94efe27b6acc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d11b77fc-1f63-353a-9997-3bc7315cf697_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d11fd7d6-30bd-3da1-9a47-d96fbea14fdd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1233c26-5111-3f13-8a8e-73cbca4f7132_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1233c26-5111-3f13-8a8e-73cbca4f7132_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1243b98-65ab-36f9-83c8-58c247607912_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d125908c-eafa-3d90-93df-8c4126b7c82b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d12a4759-80e9-306e-8dfd-d859ea89e5c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d136175c-1fe2-32ec-b3d2-6cf5e3d20d7e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d137e5f7-0563-3e6c-b62c-028fc36a7b42_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1444443-b2d8-3108-98d4-3a193b133b17_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d144d628-66c8-3554-bb4b-064008fde820_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d16057ce-ff86-3d2a-9677-205630a4482b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1721d2f-12b6-3e81-966f-5123ae16f745_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d17566ff-80b5-3789-9285-b675c31ad7ed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d17b9243-0bf6-30b1-8a1a-49ceced8964b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d17bec3b-ffab-385a-82a5-eb9cfaee3976_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d181f761-52eb-3d7a-8d7c-57f20cdde785_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1960b6d-bc7c-3869-862c-1bd8cecfd25b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1960b6d-bc7c-3869-862c-1bd8cecfd25b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d19811c0-d0c1-3a3c-b25a-6c72a9da49fb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1a12b3b-4b89-3f43-8530-dea343a4395c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1b70c7a-0ead-3e29-9326-2cf9e5212302_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1c189dc-eb10-339a-8b77-69495f1f3f85_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1d86bbf-6a8c-3726-9c2b-596b7e2acf0c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1e9694b-aa2d-3cc1-ba6a-7d9832411de4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1ee24d0-981e-321c-baec-09863ec14d93_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d1f0808f-ddef-3c5a-8cca-2f21c24fcbfc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d20acaa2-7cc0-33bb-964b-f32b44a986a3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d2217a48-a183-3c49-9b34-4d29c14bf8db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d22a9710-3bc7-3a81-a5c0-78c8b9399704_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d22cc0d5-f5af-3f7d-a946-bdf2a392d747_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d22cc0d5-f5af-3f7d-a946-bdf2a392d747_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d22e3bc0-8353-3bfd-afb3-d21593d7972f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d25715cf-c8d7-3468-9be8-3661a8c030b0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d25c1988-b4a5-37ed-8cdc-e12bbb02eadb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d282d8f1-b057-36da-96fa-d702545ece38_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d287997b-910f-3d54-87cb-a907f57e34cd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d287997b-910f-3d54-87cb-a907f57e34cd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d2927fbd-7ae2-3bc6-aa29-126db2769f8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d292a0ac-a441-30bc-b187-71fe2a4f04a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d29c1f8d-a463-3643-87df-34eb2c58c469_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d2a3195e-5645-34d1-be5e-6b094d6985da_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d2b4dd53-8685-3503-8fc0-da213b0bacc4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d2bdda65-2817-3537-bfc4-0c5bd651b262_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d2c4c16b-bc73-3134-a49f-4c6e31bd9085_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d2d6e417-9d60-3beb-ba86-fd26d5f96a5b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d2ffb241-f9df-3699-93c6-95c0486a53b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d30567de-34b9-3ebf-8206-497dd859859a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3245359-c587-37da-bf66-85332b454f32_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d32900d0-b518-385b-a34a-e56da9e2d86d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3349fa4-3d33-3445-a124-4798a6e99724_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d337ffea-6df5-3308-b963-e3d887462f29_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d33936fc-e63e-3518-bbaa-fb685fbadfd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d33c50e5-9f9a-39d3-80d5-97fcb262ca0b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d33c705a-8020-315b-87c4-e62a577bdc32_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d344e582-54de-3392-9616-3e5af4e01874_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3580390-7bd3-3e84-bd12-b308f9191ef6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3699601-4372-313d-948e-0df6b94ea590_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d36fa54e-77ea-344d-840a-dacbbcf58ebd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d376e247-ba0e-3bc0-85fc-e580b5eeb9c5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d37ac750-978d-3432-aa9a-1a271c8c331f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d37f2beb-8fd2-3299-ae87-271cfd2b15d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3a22045-46f3-390c-a3dc-2876d876f1df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3af12a6-47db-39e1-ba08-fef8907e5237_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3cf1de7-3c99-376a-bf16-bbe05631cf04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3da62a4-012c-3b79-9593-3b59d9b319c1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3dbb189-cb2a-3fce-a48b-e83cc010a15f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3ee58bd-0dee-35ec-9890-ac9ca506c4b3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3f4f39a-2afa-385a-8f95-1b3fcfc139fd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3f7c101-d547-308b-b797-d1bfb3541cbb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3fdc4f6-a795-35e9-b634-975697bc229d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3ff11d7-914a-3c7b-a0b7-200373338ac0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d3ff11d7-914a-3c7b-a0b7-200373338ac0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d40423cb-d649-3791-8146-0b46ba80e498_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d40423cb-d649-3791-8146-0b46ba80e498_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d40af1c2-c2c4-36a3-865a-cd6e2bd9929b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d40cc7ac-cd25-3a01-9bb0-f4dd0eae6fd2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d41151ad-c0cb-3a68-909c-9c692db3a470_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4175ef2-b7f2-33cd-a1a4-9ffcc7a1b4b8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d426870d-2847-33a4-b12d-2312f0ac10bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d42a873b-84b6-3d7b-a8cb-6d2ff4e0631e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d43bf9e3-c66a-3aa6-b26c-306f343a642b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d44af0de-4c70-37cb-933d-95dd10394d2b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d45b17a7-1dc2-3f6a-afca-0a5f3094e013_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d45c1979-7ea3-3058-a6e8-979fb7397f9a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d462821b-0624-32e2-a373-04aad65fff8c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d472cf7c-f6bc-3edf-ba70-697cb6a6e1c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4801e5a-86e1-3e6c-9bd4-adf206dad422_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d48180cc-b88d-3cab-8cd2-5d5b93d0b23f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4947dec-43ce-30c2-adf3-7dbc5faa7b5b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d496e1a3-0d2a-3141-921a-07e0dfe90450_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d496f50d-644e-342d-b749-5d6234ec346a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4a47b99-2050-3197-9eb7-0eb0ad68524f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4aa1e5c-3ea9-3ac6-8cd3-7786e86a1918_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4b3489b-7b6f-386f-91ef-a6fbcaba4e8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4b3efb5-edb4-31f0-a937-b86acfc3ded5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4b54cf7-27e1-3052-9614-51b1825f4785_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4b84834-5578-3c6a-a16c-630767e1ccae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4ba9b26-f269-326a-af4a-98e2ea5d372f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4bba504-1c28-3bb3-8d77-de3b558494d0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4bba504-1c28-3bb3-8d77-de3b558494d0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4be1e2c-8f50-35ed-b451-0213882c64f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4be1e2c-8f50-35ed-b451-0213882c64f4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4bfa8ab-00e3-3b43-aed7-348977c522be_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4c74c99-233c-3047-81f2-2d2425f5ed3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4c74c99-233c-3047-81f2-2d2425f5ed3d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4d1c768-d59c-3429-b3af-08388a1affb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4d1c768-d59c-3429-b3af-08388a1affb8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4d7e4be-9b79-3dd6-9a77-d0dcddc13df1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4f84ee7-9f08-3cf0-a527-7f13190236df_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d4fb0c5e-6c66-3bd2-abc5-3eb4e065160c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d51284cf-6f03-3613-aba3-819339a3a1a4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5227419-d397-3982-a229-674c2a2ec7e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d52ee80d-0302-34f1-be00-baf15f20ca82_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5416a33-ee88-31fc-82dd-6030ef7d3eae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d541e0fa-8f6b-305c-b1de-ac56e6fc60a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d541e0fa-8f6b-305c-b1de-ac56e6fc60a3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d54f99a1-d10a-3e7c-ab6f-34770a7a7d80_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5520e05-536f-33b0-8225-d2e768e8353b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d557a191-067e-3ef6-886b-2b4ca652e9dd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d56ebec4-b9c3-3aed-8d1b-60a751b55480_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5753b67-c2ab-31d0-87c3-4c10b1972e84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d575df48-6487-33f0-8a6c-b58a4bb5cb1e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d57e70ea-1db8-3abd-9cae-d6d186eedbf0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d57e70ea-1db8-3abd-9cae-d6d186eedbf0_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d57fa87d-190c-3921-ab40-ddef4567206d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d57fa87d-190c-3921-ab40-ddef4567206d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5831463-f024-3e77-a999-f8d87ac39388_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5831463-f024-3e77-a999-f8d87ac39388_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d588b687-175c-3fc3-8039-497bfeeb019c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d58b25c4-7f47-34f6-8f0f-4abd558d9359_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d58f6e87-d123-39e0-9b0b-e8dba63e1fd6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d58fc8db-907e-3c32-80c6-127603173b72_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5a9ee88-595d-3455-a9be-65ee6873842e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5a9ee88-595d-3455-a9be-65ee6873842e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5ad1400-a6ea-358f-8910-202bc2788c3d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5b3aaac-0131-346d-be4a-25212d2a6373_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5b3ef10-134a-3408-90c3-7a9b4ba0ca52_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5c0af9b-9845-39d6-bcc2-0f4dc03dc3be_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5cee094-b05d-3e3e-bd55-3730f950d25d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5d1e72f-a809-3385-9007-9d647176eebc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5da2e59-a83d-3067-87fe-91e8a18de9ed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5e25d55-24ad-3af6-a72c-5fd6ece01e9e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d5fb24c6-c48b-3e05-8003-08d6e2e4fb9b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d60927fe-3365-3580-8dd9-8aed693a3ee5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6184781-72d0-3f58-b43b-6b208e83a9e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6257ebe-283b-336c-8f97-731914dc0125_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d626701e-7610-3158-b416-3e6ac3331507_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6342f44-feee-3ae9-97db-9b517efad919_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d63809dd-ba7a-34a1-a5b3-52a92e8349e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d641ad9f-c298-3879-bb9a-f93b221f935b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d64c0634-1c05-32f0-8255-c596fc85c3b6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d65f1efc-8583-36e7-8a5b-bb0c504e883e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d663696a-e780-3b7b-af0a-846b476decc4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d66ef876-8775-39ad-8124-92994f747a98_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d670a657-64d7-3c90-a09f-42121385aaa8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6726894-fc1a-3541-9252-2080e018ef0e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6758528-877a-3e15-8a4b-33b5839a4b50_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d686c7a6-a958-3a0a-954a-dc996f2d834b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d690854c-95f8-3da5-87ea-9ca1d7694f11_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6a7595d-7ac8-3699-93c9-a4885d8667ad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6bd61fb-adb1-36a7-8faa-64539950500e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6cd28b7-bb44-39b0-a9aa-b0a1826b4387_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6cd28b7-bb44-39b0-a9aa-b0a1826b4387_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6cd28b7-bb44-39b0-a9aa-b0a1826b4387_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6cd28b7-bb44-39b0-a9aa-b0a1826b4387_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6cd28b7-bb44-39b0-a9aa-b0a1826b4387_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6de54c8-c962-3ac8-af45-d0766447bcff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6f899a2-ab7e-3f48-8526-3933b25f92e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d6f96dd6-6355-3c51-a520-2c339e731139_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7040d3b-1c8d-3227-a0f3-775adce9c6a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7111240-4128-3bff-a97b-7d6766911633_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d72079e8-0610-32b1-a464-e0f3faf54aa6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d72b5445-9e74-372f-baa4-f18f2763f9f3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d72d3f42-bcef-3315-a4af-d8bd289fedb7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d73bbada-e8bc-312c-a8d7-f11b02e1d4ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d74c1933-e5ea-3bc3-b241-54bae037d601_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d74d9290-ed3c-3005-bd6c-312048e0fb4b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d74d9290-ed3c-3005-bd6c-312048e0fb4b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7562ff7-3421-33b6-beae-2baec543021d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d75a08a8-aa01-3074-903a-1d0f8110d243_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d75c4795-8512-31d8-b767-687c77969930_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d75dd32e-c2e8-37a9-858a-6f9b7a00ef2b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7760bfa-b8e4-3863-96ae-e6da1a0d758e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d77c472a-c00b-39f6-84de-b780dff333ab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d78023fe-ebf1-3e60-80eb-91fe35a33dc8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7827feb-83c6-3efc-abcb-d1d126c187f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d784a850-e07f-3b78-ad0e-92653e2a2839_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7922729-20e4-3d4c-bb78-e8fcdbf1b4f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d79cd773-0027-3d06-a4b0-67f32b8e2bc2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7a2fc07-802c-3fdb-85b3-66893609bef8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7b12c7e-d56a-3fb0-9b28-509cb0a3c0f4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7b47c85-1448-3eb0-85fd-82f909e8f01d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7e57ff8-90e2-3e58-9ae6-223b58309b04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7e6b4b4-8f21-347f-8503-1be084ccb8b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7f75d4e-3c34-3a08-b565-c1374e4e06fa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7f8151e-1a7f-3da7-a973-9373f604b450_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7f9a3aa-7282-33aa-af7b-45f59bb8508b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d7fb7577-0ae8-337e-bff7-3e3ab883fe20_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d807b50b-49a5-3920-9fa6-3ee4cb667ac4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d817af6f-999d-3a11-a45e-602b440475a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d82a8518-0c12-3146-815b-5bde692abd3b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d83357a2-e86a-3f9b-9182-1968f81b1fb9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d847d9bd-9355-33af-b0e4-63b5eec5b611_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d85069e4-ffc4-36d5-b1a6-0d882bb29e30_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d861927f-be5a-3127-b30d-9c64e842350d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d87f8181-16ac-3a1c-baec-723036a325d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d89264de-c553-3d2b-8373-55b8847a2550_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d892d6cf-8bfe-31f6-81c3-6280f4ad8c47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d89e38ce-4ddb-3eb3-b6bd-5898286241a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8abc20e-d05b-3489-ac4c-bde3ec28d016_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8ad3440-30fe-39a2-a085-9657a59f9795_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8bc84d0-11e6-3ec3-9e61-89075b29d891_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8c93eba-4efb-3a2c-b60f-299d55e07065_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8d2e2b2-cba0-3b07-ae30-d7daba146ba9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8e1e1bc-f6a0-3976-8d9b-a342d1649fbd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8eb88ac-e28f-3116-9a1d-82f4f3e2ddd0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8eef923-cf56-3d16-8297-ed979810f7d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8f9ab4f-e0f3-3b62-b995-d68775bf509c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d8f9ab4f-e0f3-3b62-b995-d68775bf509c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d90ec175-ad05-3d6b-a1d9-c0d1f1d34e7a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9157b77-9916-3683-b741-84975e565335_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d92421e8-3327-3393-adb1-34a9a3d13c40_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d932afb3-3be7-3125-a05e-346af8b59a67_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d932afb3-3be7-3125-a05e-346af8b59a67_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d93a0329-8e12-34e3-a0c1-a30bd07249a3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d94c1e11-7bb2-3534-9ef8-f32c96e461a0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9520392-5b37-3655-b4ca-23dee4200527_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d95595fb-0118-36d8-ae97-d596a7c55de2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d97670e5-b519-3a1b-aab4-08dc87bd79de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d97670e5-b519-3a1b-aab4-08dc87bd79de_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d982e393-df8c-382f-8fd7-ace64118c279_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9945ed2-0856-3ad3-8cef-096066b8b4a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9945ed2-0856-3ad3-8cef-096066b8b4a3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d99cbda9-1c76-3a8f-85b0-a21d655580e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9a9bb8e-1cf1-3f0f-af31-a90a367c34a2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9b224e6-6d75-383b-a6f5-8cfba5137db7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9d4aca2-640d-3c0d-9e6f-085d77073b86_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9db1d00-dfc0-36f5-947e-1039721a649d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9dbee2a-a411-31fa-9276-de80e5a4cdea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9ee7656-8189-3fc4-9e9b-561d09ba5093_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_d9f1cc59-8823-37f3-b7c3-933ce1338894_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da1c012c-7c6a-33bc-b6bb-4e681db999a3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da2ce618-c9cb-3fd1-971b-e55ca9de78bb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da2df953-030e-307f-abc7-1add078c10d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da38b442-084c-37d5-840c-e7d95c223ac8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da3eebcf-f869-3322-aa4d-1ece3a5617c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da4019dd-33d2-3d5b-b607-c8b21631639d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da5e897f-d36e-3c95-947f-cebc0cb1bafa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da6bb461-9a00-3943-89da-d4b6fa1a5f63_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da75ff65-2566-303d-ae8f-e6a2ee7791f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da762905-20e1-3d19-9fb4-04425323ff3a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da822415-5141-3abc-a0f4-9fa34ea2b86f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_da87c826-a092-31e5-98a3-a0ea40ce65df_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_daa0a963-714b-37fd-817e-ef5db1b477ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_daa0a963-714b-37fd-817e-ef5db1b477ce_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_daa52ade-9202-3713-ba74-b0a0ea4e8097_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_daa74b44-0e50-3c51-9d16-d666ab38ca5b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_daa8fcc5-72a0-317c-aefe-911d9d676567_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dab11fcd-00a3-3c04-be22-3fb158bf4ad1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dab3e182-42cc-38f4-82c5-abc46b3926ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_daba3a86-417d-3d44-b608-822832191e53_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dabc6d1b-e888-39af-8bfe-33d5cb8f3f4f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dabc6d1b-e888-39af-8bfe-33d5cb8f3f4f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dacae11e-85c3-30d9-ab60-01d7df75b0ce_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dad6c4ef-6773-338c-b08b-a88ce1f29476_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dae12da7-8e24-3ed3-91b9-03650fd391ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dae12da7-8e24-3ed3-91b9-03650fd391ea_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_daeb8065-60f3-33d0-a70f-7af71b0bfa3e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db0027c5-5aff-3e61-892f-8df3f19aa0da_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db1eb3e7-7d72-36c4-ba71-da1226159064_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db26136e-6c79-35f6-8776-007346b6a07f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db285f3b-6a41-3e40-830e-cd1b7f8f7819_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db2a243d-1899-3d56-a9a7-151924c5f2d6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db2aca6a-d1e9-3204-858d-1f1d6d314eda_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db2aca6a-d1e9-3204-858d-1f1d6d314eda_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db2d2ad0-21d4-3154-8f83-262972e0b4db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db33f901-c633-33c4-a672-9e5a0bb57364_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db460a10-9323-3841-b455-d153e9c6eff8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db5f609d-075c-3943-ba51-e7c4c567e10e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db656115-a1fe-35c7-9afb-c6f2f9451b84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db72a3d7-044c-3474-b5d8-709a38c7779a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db801048-412a-3d38-80fa-cdc56bd5cce4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db89760e-6cbb-3115-95a6-80d682248ae3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db89760e-6cbb-3115-95a6-80d682248ae3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_db9d2e6a-d6dc-3d42-b34c-9a50ec11a986_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dba9ebb3-374a-3967-a1b8-25540013f55b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dbb128f9-1f86-3bd5-829e-3f05b918c310_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dbc2d688-d91d-3e7f-8d30-69bff7a7e108_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dbc4facb-4851-33eb-9303-8d268725096c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dbd7df8f-f269-394e-8ce3-ec887c23e6e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dbd9f2fc-d9b1-3c23-aaf9-6cb54a03b0f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dbf2a39b-f0b0-3b9c-acdf-316cab3120ab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dbf99eb1-140c-3c57-8918-fd2c1d32843f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc0134f0-a93f-3c8b-843d-49514e6473b5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc1c158e-8d1a-34b8-8940-a339109aec61_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc20a5e2-b0e3-38cf-b1b3-77353f781657_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc23b66b-505c-3696-99b6-d6fca73a8d7f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc23d0e0-00f0-33db-a3f0-b6117dc32ec7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc25aa5b-1f22-3c44-b92c-3380db3b5716_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc2629a2-6e3e-3879-bdff-72083c68bb00_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc2dd8fc-a225-315d-962a-57d5c8874528_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc328cb7-85c5-383a-88f3-253ee3dad2e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc39c890-2ca7-3fed-b2a7-1bbff5a70080_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc39c890-2ca7-3fed-b2a7-1bbff5a70080_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc457bc9-405b-321d-a148-3dad09623620_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc46986d-2d34-3766-9ecf-e5cd274d0187_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc46986d-2d34-3766-9ecf-e5cd274d0187_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc486bfd-0e52-3514-b05e-ce7b52aa6902_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc4ba421-5089-3d35-baf5-560dd69e06c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc6772e1-94d6-39fe-ac21-2d861843c477_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc68214f-5917-3500-a58d-f005589dba2c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc72c085-2c23-36fd-8c92-1f650c4415a9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc7753ee-a9f6-3359-ac33-e5a9bba6dd57_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc7753ee-a9f6-3359-ac33-e5a9bba6dd57_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc852a03-d1e7-3ad5-9068-5a5a63c0ac82_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc852a03-d1e7-3ad5-9068-5a5a63c0ac82_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dc9abd95-05a0-361a-9bee-26ebbc69516d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dca23caf-bb2e-36f1-8f89-d2f7d243c111_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dca570ec-884d-3312-9af5-349f34c3f23c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dca570ec-884d-3312-9af5-349f34c3f23c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dcc2cb70-3087-308e-ab63-f9634fba588b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dccabe55-2faa-39ad-8ab2-bc25c825ab85_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dccda186-be0d-36d8-ae24-b5ba07aeec7e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dcd476d6-2e47-339a-be5c-23585fafc7b5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dcda21b6-ffae-369e-9cd0-7e9843acb0d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dcda21b6-ffae-369e-9cd0-7e9843acb0d2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dcdad299-ad57-33bf-9e70-8cc27eab3ad1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dceef1a4-d4de-36e0-a2bc-4680441d1ce0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd0b5e52-484d-3588-8f41-9bfbe0a1024f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd12a347-53dd-32a7-9045-49117444b3af_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd12a347-53dd-32a7-9045-49117444b3af_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd17f288-4114-374a-a91a-9c61253e7e76_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd2a9611-ec38-31db-b735-3dbc4485f253_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd2a9611-ec38-31db-b735-3dbc4485f253_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd54eeac-d640-3ec6-aafc-e34863ea2394_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd57a3ad-faf8-316e-9eaa-fdd8e9251564_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd71a8f7-d84b-3a08-86ab-ef827c84fce3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd7a3d6f-9ef5-382b-83d7-a74553823d76_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd7a3d6f-9ef5-382b-83d7-a74553823d76_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd7eaddb-37ca-3fd1-af83-1a9fd1c5b26d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd833771-adb9-3a4d-987c-55ab72b011f2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd8393be-c767-36e0-8558-b7cdf4b778f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dd94c5c5-a17f-3179-9093-1635831b9de7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda39580-c3e8-323b-b224-5ad5c123ee6d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dda8b870-d5ed-3326-b3af-f756535d548d_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ddca7fea-ba9f-3920-b9f3-a92016f5907f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ddcbfda0-e4f2-3fe4-a9bf-7e45c1d2d58b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ddd6eabc-e898-38cb-b387-ba42912da8ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ddd8b668-e980-3887-aa8d-466dcb64173f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dddc5400-7731-3fc0-b3b1-43b8652919a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ddde09c7-9ea6-3460-a151-f92ba39778ca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dde741f2-b927-316f-b1b6-ed0ee566e4c0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ddee13bd-0090-3c0a-bee3-8fce123c14d0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ddfe2dc3-aae3-3a47-8c3f-f6f1d9d05df7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de009a1b-02ee-3c01-bea1-70b1d24aee8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de37a67d-4467-3273-9bc7-79c08015eb2d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de37a67d-4467-3273-9bc7-79c08015eb2d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de4a0f68-b910-38d3-a9a5-cd5b14d2baf7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de4c3e50-6b7c-38d6-8387-c0cc55d90ffc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de4c3e50-6b7c-38d6-8387-c0cc55d90ffc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de5fbf73-e72c-3cf6-a0c6-1cb846bfe6c4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de7ce9c6-9f10-3d74-90d5-f5fd6e2b2161_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de82d6a1-9513-322f-90df-e4228d1a5134_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de8e9ff9-2cb3-3cb6-b651-4fdfc4a31a32_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de931a32-753f-3b5b-b7ec-6d569788b13f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de99cf4d-c38d-3c19-a51d-84a4cd96054f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_de9c24e6-ed0c-3b86-b111-0637fc551ca3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_deab4cae-ec7d-32c6-bb42-7d5d1901fe81_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_deab4cae-ec7d-32c6-bb42-7d5d1901fe81_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dead2043-4fb0-3041-ada1-50bb7ebe2ad8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_deb7fd36-c7fa-305e-b286-d009a662bdd2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_debfe03a-b0b3-39f3-be0e-335070f36df7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dec0d7f9-40c8-3275-b152-446a4832c0db_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dec91705-cbda-3ab6-80cc-3ef99e994573_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dec91705-cbda-3ab6-80cc-3ef99e994573_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dece8205-9d98-3935-8fd6-1adfdbd5c609_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ded531ed-895c-3610-95fe-69a6b2498bb8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dee4d086-b31d-39e7-b833-5da53c35ec04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dee85a1e-8e1b-355f-b39c-3ad10dda8615_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_def9e616-ee48-3f6b-8d2a-baf421bcd1bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_deffc508-1b23-34f6-99a6-674e606c9e2a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df056110-ddea-3d0c-b149-ca3256970ba9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df0c024a-fc88-3f76-827b-65c4fa0e0ed6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df0f6857-abeb-36ea-8998-c43facf6c1de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df1207e2-979a-39a7-8021-d0d3409f77d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df12f73f-a0bc-3e7f-9f94-521a03383fc1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df2f1880-e600-3d2f-91db-e72e2c5a83c5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df3c413d-35a3-32db-85d0-b4b27a12a88c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df46a779-2cb4-35c0-98b9-01a92a3666f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df4806ee-d80f-356a-b6ce-5d6ab79c7a3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df48b8f0-2e2e-3e2a-a87a-65a20c668443_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df52cdc5-8acd-34ce-8770-9ddf6bc9bbba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df5dc01a-6843-3f19-a56d-f340d86f17c6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df65260a-d899-33d6-991c-3d141cb745c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df6c13ea-0962-38e4-a6fe-c69f879a5301_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df77af92-7179-344b-9c78-82babd2fc0e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df79335d-3224-34c8-b0a9-0a389c4cc182_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df85dcdb-4e3d-3ef9-af54-f753a414b78e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df8e2d48-1dbf-3cee-8fc0-1154762e74e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df9bbec2-31d7-36bd-a026-40ac2f0d9af7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df9cb635-d1e8-3111-8983-5212636e1bb0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_df9f4127-cd0f-393f-a987-ead94b577c53_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfab74fb-acff-342e-afcf-064d7b35afcb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dface40c-4b0d-3b52-b88c-e6aeaa7e58e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfad68ff-5ab9-3868-8b62-4ba98056ac76_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfad70b8-3cbf-3982-9aa8-4436b8212bed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfbe8d66-ec21-370b-9c55-3cd853a37884_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfc0cf52-86f6-31fe-98c9-6359abb3d853_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfd5f706-353e-353d-8e97-901ad0847e25_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfd5f706-353e-353d-8e97-901ad0847e25_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfdc4e0c-146a-35b7-adfd-dc4d56e07682_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfdd9704-d0fc-3187-896f-03652b4dc36b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dfedf42c-7b58-372f-b149-337b05901454_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dff24b29-d517-3bf6-95a0-cf41a37b7f35_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dff9cad0-0c1a-37ad-9514-da0bd1baf919_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_dffe335f-e577-3f87-ac60-b214fd69aa0e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e011d124-9997-3f3e-95a2-122e2018f785_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e01f994b-56e7-31b6-8aa7-6944167a41a0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e02063ba-6b47-33dd-a757-3e3ec48d1d0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0309381-f1f4-3b41-bfd1-996b0c819498_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e03e582f-e8a1-3335-a4c2-ea6309c85b18_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e041c4aa-2d0e-3680-b469-53a06df09b46_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e04f7be3-2686-3b75-a273-9ef1ac63b037_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0590bec-fc5f-3427-88d8-3e60a5fdb945_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e05a2370-7af2-36fc-b477-3bcfad5396d4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e05a2370-7af2-36fc-b477-3bcfad5396d4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0663aeb-0adc-32c1-bdd5-5192c88a8f26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e068f7b2-9b31-3340-986e-154e162d18c3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e08092e8-320a-37f9-b380-c779f21fc519_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e087ab8e-1767-3bcf-9cc9-794b8123ebf3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e08a5006-a34f-32a7-9af6-019eb63dc28b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0a9b420-5256-3436-ad3a-02415cc1fa9b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0b0412e-922e-3c41-a338-35b8ea180c39_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0b2e0e7-8de4-3e47-bb57-ad030d2d8d70_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0b42164-4d2d-341a-99cb-7aab0376dd46_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0c364ea-1072-37d3-9934-cd62e949431f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0c753e0-ce9a-3932-8d42-88744e1c53e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0d13737-572e-3a65-97d9-5340f2d21f97_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0ec49f1-eeee-3965-b502-a392600f9640_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0eff858-fe4b-31b1-b21b-77194346c273_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0f6965e-c320-392d-aed3-290f42680dc6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e0faaad7-b62a-3e6f-948e-21ea5ce68643_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e10e0361-25da-30cd-a678-ebdb9bbb6afb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e111107e-cf4c-3686-909f-0d9ba46a9a05_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e117d79c-ac69-3547-a758-7c90fe52b989_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1193c0c-e7f7-3da1-b180-8085cc522475_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e11988b8-01e0-392f-8a26-0b379ff293fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e11d41f4-0414-3c5e-acce-9fae9b36a88e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e121de09-0f87-386d-84c6-a592719c0c36_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e15ffbc6-ab36-3caf-95bb-48d6984a2354_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e161831d-8d3a-3cc3-88b2-17c396b9a835_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e16e1d30-fb5e-3dc0-a4a6-7b89d014f14f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e17450e0-d83e-3c49-99a1-531be09d0b0e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e178a5aa-5e8a-39a8-94bc-ef8243328639_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e180cada-6e1a-3c13-8c6a-54b93f4ddda9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e18e6e70-1490-3db0-bd3f-2513ec396506_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e18e8db6-78a4-3333-8568-656b6158e204_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e191eaf1-92ae-3d69-bbc8-567cc6d324e7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e196c896-dee8-34d2-a21c-3f86a2ab5296_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1a3bf13-631a-39f9-931e-69b964f51a01_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1aa3bfc-c5c3-3488-a2df-d3ccfe4346ae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1b414cb-d67f-394e-b88a-b37c5dcdf872_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1b4810f-6bfa-3ae8-9499-78cb898516e8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1c3a09f-c448-3013-8504-4d77f4832e84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1d249b9-0ab0-3007-9035-e740cd39e776_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1d249b9-0ab0-3007-9035-e740cd39e776_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1da6808-a6dd-30f3-ad84-f41bc9a387c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1e44eee-f21f-3d69-960b-11c698149722_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1e82cc2-3e12-3bba-aa19-5ae681f5a101_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1f89eb7-0228-3bd4-8ee5-1f2d237f344d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e1f96cba-62e6-3f18-a282-71514b6aa101_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e200face-7ef9-311d-bff4-12fb2e6e52c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2024c8a-c8bc-3410-9894-33ad2bc64439_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e20bc81e-de3d-3471-93b8-c80a642bba12_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e21cd657-f466-3bcc-8805-5bf30bf5d8e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e220c9b2-d3c0-3508-be0a-5990496e17dd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e228e71b-bdc5-3f8c-9484-c9fbe7f00316_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2337de0-bb72-304b-854f-a5d48a3c0a74_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2340a5f-0dc6-3554-ae07-547ae1ab09e6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e24275e0-7584-39cd-a63a-66c58e77b2ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e26948ff-5f68-32aa-8407-a3be07fc7e3b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e26948ff-5f68-32aa-8407-a3be07fc7e3b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e26f2c05-2069-3bdc-b6db-02b255756ad0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e293e735-d2df-3f48-a2d4-6243c96e9019_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2965ecc-5f9f-3b01-a612-297e3e3c8f0d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e29b432e-ab8a-3324-ab61-d329ae3c1889_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2b570a4-8bfc-33ca-b3c9-f8229fd14358_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2b77cb7-7ea6-3d5c-abc6-8982d8dfb708_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2c8104b-eee8-3c84-b2e4-3af2253bf4b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2cd8064-f670-33d2-b3f7-4323f4a17541_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2cd8064-f670-33d2-b3f7-4323f4a17541_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2ceb7b3-3868-3c7f-94fd-0c1625ad1330_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2ceb7b3-3868-3c7f-94fd-0c1625ad1330_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2e830e3-b8aa-3205-9b8e-3bd70782c292_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2e90ee1-9eaf-37a9-85e4-70080c2e483f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2e9b9e0-f3a2-3edc-bc40-aa25370e55b2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e2f3fd84-dda4-342e-b77f-6f0bfab20aae_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e31e92ca-843a-3305-a635-b82b4a0e76f0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e32b3a2f-5248-3712-af32-f4de19889098_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e32c6db4-0674-3839-baf1-5c2f91b06801_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e33713b5-ceb4-34f6-87d9-1ab724b6a01a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e33f86a0-d61a-37d6-8fe4-f383ced490bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e34c6c33-922c-3407-8b61-7586cd14a79d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e350ad4e-f369-3528-89cf-02e4db11d39f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3548252-18f4-3ea3-bf9a-0c2d126fbccd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3575dff-527c-3460-b8a8-d64f9b708c4b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e35cc8a5-d2ab-3398-9bc8-f96ed99cf750_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e36d3085-55a2-3122-aa9e-f35327d7496b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e36d3085-55a2-3122-aa9e-f35327d7496b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e36d3717-b249-3c68-8f6e-0193ccf1c408_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3990ae8-581a-31f2-8f14-816ea59b1bd6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3a19da9-08ab-3023-814f-043c27b25e84_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3b0764d-9662-3744-8b0b-3875332e3ae3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3b28cd0-f4f5-36dd-90f1-14dc372ccb8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3b3d93a-0dc4-3929-b632-12c4abf5f54e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3e0e149-246f-342b-9753-73d004eed26b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e3ee571b-4859-3f3e-9640-08d171a7ce91_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4052d33-0bf4-3467-a983-51767720c73a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e405be73-09dd-3288-8579-31b16eb91b41_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e408bce8-72e6-367c-8755-2e84b76eceb7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e40b4425-aa04-39d9-82a4-387e9a73e8c1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e42c3d47-f5fd-3141-88c3-4a92dd03d003_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e42f891a-51b3-3c80-8d8b-e5511f37eea5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e433b140-6216-3dfe-8744-93d5d94e9955_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e435caf7-ac22-33c3-9e9d-92c62a373148_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e435caf7-ac22-33c3-9e9d-92c62a373148_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e44127b7-31f2-3ecc-a73f-1915072229f3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e443ae7f-0be4-38fd-a625-1df114cbf620_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e451987a-7c7b-38cf-8160-62f2fea503ba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4727d4f-0aa4-3ce8-9b8b-91608ec156a7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4846bbf-3791-31d8-b067-9508e7d07c21_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e48abfa8-e17e-32e3-a9d1-f5dec233ccd2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e48afade-3d31-378b-81ce-4beda24231ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e48d9bb9-b1c7-3692-a3f0-f90ae2edf41c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e48d9bb9-b1c7-3692-a3f0-f90ae2edf41c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e49035bd-c821-315b-8552-92682cf18e18_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4a6ee79-b19d-36e8-a375-10334bd3548c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4ac8307-3a96-3f68-b016-a1865beccebd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4ac9e7f-7c1d-3bf5-af39-6847c8ef91c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4afd05f-e7b9-3db6-ad37-1f7bcf5b6a24_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4afd05f-e7b9-3db6-ad37-1f7bcf5b6a24_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4b9d16f-3135-334b-816a-7e92e8355887_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4c81571-87b0-30fa-b109-af94770d0d56_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4dd2b42-7dc1-3255-82e9-7ae89f8a1ad2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4e2a99f-f6d8-3634-846c-a6eaaa3a6ead_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4e72e5c-7772-3798-b420-92dbedba5001_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e4ec4502-b851-3d1b-a005-9ff145c8a380_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e50300df-5069-323c-8c9e-e7185d34cbef_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e508608c-accc-3114-b5ce-d54dc0392fcc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e508f0c2-7b08-3d12-b176-9c6d20ee2310_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e50ca3c5-e1df-3fd2-b24f-0b6dcab2d251_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5155cbf-d34b-3800-b79f-bb7591035cd2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e522dcc5-41bf-3afe-9933-6f79a7ba02a9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e525f297-2c88-38f2-8b14-e29c23651361_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5264404-4efd-3129-9178-6dce79c7ecb6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e52c4a62-2f61-3007-811b-28d83706abda_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e52e4eba-818e-3700-8b1a-6f4bce9852d9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e53031b5-b7a5-39c8-b62f-e0a2392f0c51_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e53c79e5-cddd-356c-a5e5-1b341b400315_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5521484-6397-37ad-9774-6cb54a6e9863_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e553866e-679c-3e32-bdd9-970e0b63c173_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5555177-5794-303d-8520-06369cc1ceb5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e55e9646-5797-3d7d-8c3a-618450afe716_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e56207a9-1dc2-3d45-bf9f-1bf585d9063d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5737730-73a6-3138-b9a2-ad0d3cbc84d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5737730-73a6-3138-b9a2-ad0d3cbc84d5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e57964e4-f2b6-35af-bdef-b596c3674967_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e579f3e0-ef6e-3aee-a0e1-ff0c54b18ce6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e57c5533-6634-3667-961d-c019c6f39b63_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e58a3f78-057b-3194-bbd9-6007d88723a5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e599077b-8795-392c-9aaa-68c81bfc7872_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5b0a08b-bd3d-3d36-952b-7344b29ed148_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5b2fd57-f400-3bfc-baa3-e43ac26bf7e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5b2fd57-f400-3bfc-baa3-e43ac26bf7e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5b88cca-58a5-34bb-8670-20d974b19902_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5bf9609-3d07-34db-b392-aaeaa58185d0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5ce1fd6-2c43-33ed-b820-94748736952e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_12_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_16_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_18_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e07af2-69ff-3355-8b00-45b877db7752_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5e1bd3f-e4e7-3c0b-b1d3-42abb88c3c9e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5f26718-0fe5-3978-be7c-6d551866f617_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5f26718-0fe5-3978-be7c-6d551866f617_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5f7cdd5-498c-3a28-91dd-644061842fa1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e5ffd07f-d378-3467-ab00-61204ebe1ec3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e601ca65-b577-3bbc-a3fe-865d697172ad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6063b11-f989-31ac-95fb-98d618c24515_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e60e75de-d08d-36d0-99b7-25870d663870_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e61fd916-6068-39a4-9032-9186bbda0084_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6287d93-2c01-306e-b976-7f94ce13a80a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e62bc2fb-3f18-3594-8530-371cd3d31f89_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e635c7b4-6582-30dc-bc9b-0ae72c56c8b4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e635c7b4-6582-30dc-bc9b-0ae72c56c8b4_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e635c7b4-6582-30dc-bc9b-0ae72c56c8b4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e635c7b4-6582-30dc-bc9b-0ae72c56c8b4_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e635c7b4-6582-30dc-bc9b-0ae72c56c8b4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6366fef-384c-364b-abf4-25c83c6dddd1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6441e61-0dec-3bc5-b611-9e0c2f6dbab0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e64a8296-67c6-379e-b618-d907879edfa9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e652cc54-f93f-3c61-bc2d-2f5965f1c594_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6531031-8e1d-3ce7-84d9-a713bd4bbd94_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e66ade88-0bef-3e0b-a6dc-b899df40d435_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e66ade88-0bef-3e0b-a6dc-b899df40d435_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e675c1fc-a94d-33ca-8356-f9e73401aa13_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e67ab2b9-da71-3286-a907-d0cc13ad1652_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e67bc35d-fd1a-3f59-bc0d-65b5327128c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e684623d-7377-3fa9-9bcb-b1cacf4c80aa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6852b54-5c33-3239-bf63-5cf0ba171dd9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e68e504b-48cc-3280-8017-928c08cd6b3c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e690a788-47ec-3c36-92f9-dd28585c501f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e691d12e-b499-347e-b45a-d3114074882b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6aa16e1-4076-39a9-a41a-658907aafe6b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6aa16e1-4076-39a9-a41a-658907aafe6b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6ad1953-3b71-3562-a8c2-a1e86eeac190_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6b3dc64-9f3d-3d97-865e-d26d22fc1146_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6bcbd24-caca-3ce1-9671-a140cee994cf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6cc9b52-1d64-321b-b901-f1a1ecbb5aae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6d2bc2a-0af3-3c2b-a3e5-8d4fa9a104c5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6d49146-1684-3229-8fc5-acbac3621134_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6e8575a-785f-38d3-ab62-fd9f968187af_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6e862b5-14e1-367e-8077-781fec7a787a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6e8d7c4-04c6-3411-87f3-1745d83dc1a4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6e8d7c4-04c6-3411-87f3-1745d83dc1a4_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6e8d7c4-04c6-3411-87f3-1745d83dc1a4_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6e8d7c4-04c6-3411-87f3-1745d83dc1a4_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6e8d7c4-04c6-3411-87f3-1745d83dc1a4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e6f48988-9c7c-3318-b12c-3f30c1449ce3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e70a5363-af6a-3b71-9b2c-9598d11eada0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e7332325-067a-3740-be30-9da70f0b62e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e746d9a8-6b26-32e9-af47-a24e5b98a9aa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e74a9cc9-02bc-3653-bca0-1c056322e3a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e74aeaa0-f808-3dc3-acd3-bcaf0f8b7a39_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e7618464-8d6f-316d-b498-41edf7d15e47_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e77dd2ce-d1c5-31f2-be57-8ef559c02bb2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e77e3bce-3cde-39db-a183-1e78380cae1b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e7894ab7-22c8-3379-8f4c-14bac8ab2105_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e78a4e9b-b54f-321f-892f-43e447013882_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e78a4e9b-b54f-321f-892f-43e447013882_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e7af100d-3c8d-3001-a1a5-81cab04d8ae5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e7b08906-9489-374d-8bf6-b8aa89dd2b1f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e7b15778-24dc-3763-83c8-51a37031c584_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e7c902bd-a24e-33fb-b4a7-4895ae05f97b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e7dde9fb-da05-3b6d-9d92-808a8013c313_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8073ea8-6c10-3d36-9d0a-00a671891127_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e80f02c5-d752-3525-a32c-d6e27743cd5e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e81b643f-e52f-386d-8ebc-cfa913a4bc49_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e81b643f-e52f-386d-8ebc-cfa913a4bc49_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e842bf84-b2c8-3f91-8f47-6f6fe6139b13_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e842bf84-b2c8-3f91-8f47-6f6fe6139b13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e84ecdbd-6021-3850-8f7d-642bae87a7e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e85298e2-8a7c-3278-a380-a01d33dfc0a3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e85ca12c-e430-3960-a0bf-b5f277359394_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e86602b4-1405-37ac-860f-8ec1e8c7effb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e86602b4-1405-37ac-860f-8ec1e8c7effb_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e86e3500-d9b7-3dac-9d1a-c852733db2e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8709ad7-06d2-3ff8-825c-bdf96311a602_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e879fc11-a111-3242-8cff-0c0c2ebde860_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e882d532-375f-3647-8612-2c3829d868e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8857e03-0196-3f15-a9bf-b00854cf6a04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e885c292-f878-3a87-a6a1-415c4919dfef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8862533-76d6-3d5e-ac0f-d35826a013f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e888ef4d-102d-3e45-aae0-573116706a59_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e897705b-d3c0-3152-bf77-2d39056e4b5e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e89878be-28e5-399a-9e25-faeac1949d88_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8a060a5-07cf-3a6a-ad19-7b120454e81c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8b7d18a-5784-336d-b659-f819d22e9ecc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c476a3-82af-34e9-b435-e900e20d0797_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8d600a4-0bf9-364b-b29a-a63b9ef84098_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8dc93ac-5580-3052-bfc2-4f867c9fa8ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8dc93ac-5580-3052-bfc2-4f867c9fa8ba_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8f235c9-503d-32cf-9ee0-57d6347cff61_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e8f7368c-4573-3cd8-98b2-c645807d5eed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9004369-3093-315a-a0f6-53925db73682_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e90089f1-5aa1-350e-b98d-800c541b1dea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e905b79d-b6b7-3ab6-9588-83900fcdca51_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e905b79d-b6b7-3ab6-9588-83900fcdca51_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9075816-c807-3e25-88aa-b0be3cd1ad75_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e90ba59a-054a-3442-aadf-e794c256870d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e90e099b-e3cf-30db-aa34-49f532dc99eb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e916f8f5-d4c0-3066-a075-5bcc7250be67_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e917e526-a5c9-3dae-ba54-53c29975448d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e91ef79f-6034-30a7-847f-0f6e7e1bdab4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9297dd7-3912-3eaa-a4ae-ed3a32ecddb3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9300fde-45b7-3d94-976a-2a966edfac3f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9386756-a766-30d4-8c02-287a96fa65a2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e95ca5e6-df91-3edc-967f-c411df791d52_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e964bcca-e305-371b-99b4-79351c3e7169_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e96e6ff6-444e-3dfd-8c1e-fb24dfd09e6b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e988545b-8691-3f67-962e-ab0f111313ab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e98b03e1-cb1c-378d-85a8-c573cc81c004_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e98c5f6c-b4c6-34bb-bfac-81a2b059ee04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e98d78da-58db-3bf8-bec4-94c25fbf4093_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e98fdfce-3f3a-37f7-a098-50585529f7dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e99b34e2-2a30-3033-8daf-143d9f4a04b0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9b20b97-5774-3a69-8a06-775269159444_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9b25f8a-042b-39d9-baed-a8bdd1e7c6dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9c377b4-66f6-36a7-a037-209b5e19eba3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9c4bdd6-bad3-3bd5-8952-742bd75f87cc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9c71b8d-831e-37a9-bbe7-946ac71cddf8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9c71b8d-831e-37a9-bbe7-946ac71cddf8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9c741d9-0ece-3f95-9812-15abebe4087c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9c74d60-a99c-3e38-ab76-7ca8f7761bd2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9cdc2e8-6318-399e-8017-61f0b9bb3d0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9e13348-de33-38ee-8cac-843cba0d1b4a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9e13348-de33-38ee-8cac-843cba0d1b4a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_e9fa6682-2491-37ea-b6f2-907df2b9ddaa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea01ec9e-76f2-3ca7-b678-959fd48566a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea0a7ee4-253d-306b-b8af-3974474ca79f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea0fafc4-08c5-375e-a5ef-9282ef32d4e1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea1835c7-7394-338a-91cc-4576f08f62d3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea1835c7-7394-338a-91cc-4576f08f62d3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea2864be-fe02-3a1e-82f6-c9cd27728fe7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea2ad56a-8ed7-35fd-8ad6-51137d5e78e7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea2e2508-11e5-3b45-a07e-5eab84ee0fd1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea39d3da-0716-35b2-a74f-f4552edfd2e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea44d55e-3f61-3b71-8c41-71f508de6b83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea44d55e-3f61-3b71-8c41-71f508de6b83_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea4d11c8-5b83-30ff-b575-d47efa60e436_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea4d2f45-a91d-3197-ae3f-1f85360bd089_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea4d7b91-327c-31c2-ad2a-fa005acb2c91_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea4d7b91-327c-31c2-ad2a-fa005acb2c91_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea5ca5c6-ee5c-375a-a8c7-a416d75f853f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea5ca5c6-ee5c-375a-a8c7-a416d75f853f_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea5ffd21-f71d-3eea-b764-799a2f679fd2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea6d65c0-b529-3d89-a299-c26fea155c39_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea6d65c0-b529-3d89-a299-c26fea155c39_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea6d65c0-b529-3d89-a299-c26fea155c39_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea6d65c0-b529-3d89-a299-c26fea155c39_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea6d65c0-b529-3d89-a299-c26fea155c39_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea6d65c0-b529-3d89-a299-c26fea155c39_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea783521-6cb8-38b7-aff1-ef2e47a6e970_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea7f7674-ffde-3352-839a-44ae86aba491_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea8d8637-9523-31e4-becb-d77e35399a3f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea9d987a-c7f4-3f69-91ea-d9926aa703b1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ea9dfa54-fd06-3f5b-af63-7b13b70b64dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eaa61651-1706-34d3-bcf0-1df961b9d03b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eaa61651-1706-34d3-bcf0-1df961b9d03b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eaab54c6-fe54-3d07-b78b-c13386d3ffab_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eaae38a5-07f4-3aa5-bd34-c497996f7e10_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eac471e8-0b37-343d-9f07-94136ccbe692_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eacae8b0-0e13-3b08-8422-070c4d4486f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ead569d3-c747-343b-aeee-88cfb5e44538_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eadb71b8-1645-3e87-8abf-5382ef512e5c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eae4a8a7-a0a3-3c7d-b13b-a60f4362a6d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eae844e4-239e-3af0-a5a1-ffc5d469a879_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eaef90ed-832c-3846-856d-cd8062aa0632_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb04dc4e-256a-3678-926a-61d3a18e8b9d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb09f9ce-7808-3f10-af71-1181d2cf8cd8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb0b0249-c02c-3442-88fc-f222bdac3426_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb0e35a4-3710-38c2-a320-8816ae802ab4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb21c6f1-3606-3bb2-83b5-1190250ed108_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb2a9633-b612-36c4-9d57-bfa192ce0caa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb2fc43b-09b1-3ecf-8332-4fe2778a607b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb3064c6-e8d6-3be7-88f4-5214f7200a2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb3064c6-e8d6-3be7-88f4-5214f7200a2c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb312db1-cd4b-337f-8b7d-9fe050b41832_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb332ffe-4684-3eb4-9154-474ca196820a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb4581a3-6b3d-392a-8e24-b824e93529a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb484174-de90-379b-82c2-9facf2fcb50e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb484174-de90-379b-82c2-9facf2fcb50e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb4f3fb7-7157-3003-83e0-d04e2ac15560_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb612178-0a81-3872-aef9-766b2ffb841d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb65ba50-ddaa-35f9-8c11-8f3a281fdd10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb7c2a04-5e38-3468-80f2-b6936f09ceaa_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb7dc95b-9cf7-3d13-a8f4-140047d1ccd7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb856f92-70f3-307c-9b6f-78ceb466b823_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb8c43fe-9dcc-3a7c-a701-d7177ffc40fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eb9d3dfa-2e0a-3ee4-a12d-98f218ac080d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebaecb53-041a-32a6-a7b4-0eac5a5bc433_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebb70b32-3e72-3fcd-8379-2878593aa1ac_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebb70b32-3e72-3fcd-8379-2878593aa1ac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebbd5b82-60c5-3f65-ab38-fdd0e4e80c4f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebbd5b82-60c5-3f65-ab38-fdd0e4e80c4f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebc7fffc-0bb9-3e80-8b50-c2de132745e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebd524cd-c0d4-3391-975f-913f6b324d15_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebd524cd-c0d4-3391-975f-913f6b324d15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebd8a480-ee80-3fae-8719-0421f58c8f8e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebdb2778-8566-3427-9a7a-97b70041b8d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebe83b37-bace-3232-99a1-cc76b06dbc83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebedb35f-a655-3905-aece-2b688126c9dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ebf2fd00-1e5c-335c-9bf3-88c958dc2dd9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec0bed1e-6828-3777-93b0-44ea23bef65e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec2203c6-8679-38bb-a423-aa21f1cefa68_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec2203c6-8679-38bb-a423-aa21f1cefa68_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec26f847-98e1-3bdd-85d5-318820248cc7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec3c1773-c163-3a1a-81b2-0860a0278b66_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec402c3e-1e3a-3d83-a116-5a54b3011885_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec4743cd-8562-3ecf-9b3b-fd7b0c82251f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec489890-ffaf-35dc-a308-78fa6623531e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec6995e1-c5fa-3517-847f-49cee8b51e64_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec7bf6cd-9a6d-32b2-b506-2742a53c3687_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec7c7a42-3d91-3ece-ad19-23b38e4d61cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec7f808e-3f20-30bf-85e6-5c247044e6f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec927235-7992-38fa-9790-b92462b9d7e3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec973be8-82ac-3a46-b88c-a3c226c57d01_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ec973be8-82ac-3a46-b88c-a3c226c57d01_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ecabbe90-1e36-3a73-8bf3-ed1a2f373534_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ecb314a1-e91a-3a13-a4a1-a472f836ad77_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ecc4272c-6cfb-312a-ae17-e21c21cfda3a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eccd20ed-0108-3208-bc94-5a5043da3682_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ecedff99-a72c-3b07-bd21-e2ac46fbff5d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ecf3afd9-aeea-3cc3-ba96-19745b8ab764_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ecfbb239-7c69-3726-bd20-40dc9c392bdc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed0171cf-b19f-3b44-a940-c76aa8c21223_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed045c9a-8cf1-3a34-8016-268c246b96bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed0aafeb-53af-3090-8fac-8e8fccb7d3b9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed0abe0c-3b21-38ae-8390-52c9a4b24b94_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed0c6a24-e4e4-3469-a902-831b1a348c3a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed0e6e62-515e-3336-b62d-880274cc882e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed129172-9b57-3149-a759-5968894b7a8d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed309926-85a0-31f6-8078-f535ac1a123c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed309926-85a0-31f6-8078-f535ac1a123c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed322bf3-cb70-3389-8e74-731fd54a7633_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed322bf3-cb70-3389-8e74-731fd54a7633_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed45cf9b-72f3-3f5d-b692-001581c33f2a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed486e14-fd43-3f48-9e2b-7ffa77265355_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed52adb9-22f3-3a05-b2ab-c46a51291292_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed6058b8-f956-3fcb-ae3b-c9d35c03baba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed76632e-ded9-3748-bb78-978601af98f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed8971cc-7a14-3fe9-b80d-a76a1ee7154a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed920fcb-c7da-34f1-aab6-39cca787c056_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ed99cb30-b2c3-3db7-a98f-7495f7fa7406_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_edb246a3-d1af-333e-ad56-799750c9bf93_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_edb2f1d4-861f-3b94-8d5c-e05e94c7b2ef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_edcd85ae-e37a-3c3a-a1cd-ef90dc9ef2ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ede147d7-e229-3d1a-8007-d98ef81f1d02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ede7216b-c651-3ebc-b8ef-5579c47c7593_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ede7c432-276b-3c9a-a7e5-ae3d3af70dd3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_edf06a2f-10c3-3c46-8e0f-fc8967f493c8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_edf68d83-725f-3a25-b0dd-58454893b254_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee0fde16-2520-3716-9d02-3b00ee7ca515_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee230600-1ab3-3292-89b1-af50527d494a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee241b41-c5d3-3bff-85c2-de04ee2cb3ec_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee27ccb5-a2b7-3ec3-adde-e203dcf49525_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee2c9b2c-3668-3502-9330-3bb65cb99278_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee2f28a5-2154-3862-b46f-02a779c171db_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee2f28a5-2154-3862-b46f-02a779c171db_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee3810e8-527b-317c-877c-bf44d539cf28_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee3b5fa2-ca04-3b98-a094-c8ba38de72ba_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee4e5632-e7b2-361c-a945-9d60b4158c09_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee52ff5c-690c-3fe8-9dce-02ff95b49d40_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee56ae78-4e8e-335b-a7c2-8b24f51a0c80_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee5aa46b-7128-3c6a-8a4e-0dd168656490_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee70f67e-a623-3ebc-9328-8091be03aa6e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee7776c6-04fe-398e-b0eb-3b9af0e4f66a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee87ae30-6dce-388d-838b-f6b49ab3f127_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee8b746f-94d8-331d-9fa8-aefccd376155_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee8fec66-84dc-35f8-80f6-00109a5afbcf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ee8fec66-84dc-35f8-80f6-00109a5afbcf_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eea16067-14b2-3622-ac28-e6c6f82092d7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eea8e762-e187-334e-9784-9c6a64936e87_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eeb8be90-c433-3e34-84e0-793d083361fe_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eee71a1e-11c0-319b-87cd-cf738b5cd3d1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eeea58de-3426-342a-b2ec-e0f49d169efd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eeea58de-3426-342a-b2ec-e0f49d169efd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef03e3e2-5aa8-3298-9246-1e8e5ecd838b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef08a1ae-aaa1-3e33-a8cf-fa95a5b87e60_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef09ab58-26a3-314a-a707-b2b1d737bd17_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef0b365c-3ada-3f09-a06e-662d4d4d803e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef1a510a-2bf7-3d34-8890-1115e77049b9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef1c4f5e-3ad6-3c0f-97b0-b4483ef133ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef3735d5-dc9d-3dc2-b1e3-bb33f11e84ce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef3735d5-dc9d-3dc2-b1e3-bb33f11e84ce_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef41ceb0-03bb-3a64-bbbd-835a2814eeac_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef48b53f-a278-3b10-829d-8810aa2f6e5d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef48b53f-a278-3b10-829d-8810aa2f6e5d_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef4c932a-fd85-310c-b6a8-e0969fcd0eef_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef4cee07-6163-39ab-9e85-701feb867061_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef5012d1-0f63-36ae-a1a4-15946b2a15d2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef6764fd-d367-3218-9715-a90c45672834_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef72084e-0d45-315f-a6ec-c026cf8f8304_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef7228bd-01df-34aa-ae31-62f008ef00ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef7432d5-804b-379a-b0cd-8b3af87500bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef88b515-5e5b-348a-b1fc-5e3f943801f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef8b2bf0-6532-390e-ae40-fe4d779b4a52_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ef9622b0-24d7-372f-9ecc-9675bec5762f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_efa512e8-7be2-30da-b111-b884d40d90eb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_efb153b1-e8fb-31d5-b7ca-de03a147d3e4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_efb1ad84-da36-3d93-a390-3d4e695f9e0a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_efb1ad84-da36-3d93-a390-3d4e695f9e0a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_efb510d2-5ad8-348e-a4cc-2fc2a04af95b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_efcd3e72-2e93-370b-a5a4-fcaac709cfd8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_efe0b58a-b61f-39c8-911b-ce7c31ad5298_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eff26be8-0cdc-3558-aca2-eb86778db2b1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eff26be8-0cdc-3558-aca2-eb86778db2b1_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_eff3535d-180d-3ec3-81fb-5efc75ac7ace_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0066968-5a33-3f11-880a-8837b1d79d8c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f008aeb7-896d-3cb0-8621-d636ab80b5c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f00d296f-0c15-38f6-ad7e-631e8e2eff3b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f00d296f-0c15-38f6-ad7e-631e8e2eff3b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0127ec3-c60a-30bf-9c62-dd210ad903af_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f015a0a2-91dd-3f2f-835d-6d2146eaa863_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f02359b1-e5a2-39c1-b858-f18a972a8a3b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f02359b1-e5a2-39c1-b858-f18a972a8a3b_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0363a5c-44ce-311e-9171-2a5fa1a06d84_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f04d3f54-2659-37c8-96b4-3637477e06bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f05d4878-062d-3bd7-9d9e-41f783bcdc0d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f05e493c-92d6-3e40-84d3-9fdda5033ac5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0617470-2a7b-3dfa-93b3-7d899f7ffeae_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0691b70-b5bc-3a97-a2cf-c13b49620716_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0835be2-d917-3da3-bfcb-17f2cbb37775_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0835be2-d917-3da3-bfcb-17f2cbb37775_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0898818-e325-39d1-ad1c-6b923db092ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f08e7b3d-7e6a-306a-8fa6-93525bb904f4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0909321-8d74-3155-88b6-5ceeb49044b3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0927e1f-4e48-3f3e-b76e-07778bdc19e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f095b773-bbd7-3111-ad81-7923ed47fc2d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f09dacfc-a45b-3abf-8dc4-f1e7fa6579bd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0a7bdce-b5e7-3130-b673-8aff21e9994a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0ac74dc-9ece-362e-9c53-68a92ba08b31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0b045c7-97c6-3bf1-960e-c52835d39be6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0b493b6-12ef-3924-bbdf-f5ce992c4baf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0bab97b-b3f8-3570-961e-87dee382cdb1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0ca8bc1-ce46-3c86-8044-d00369f94423_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0d45d34-13b2-3ba1-a7de-13530f394625_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0d45d34-13b2-3ba1-a7de-13530f394625_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0e289b7-4790-33e9-8b22-47428db2e270_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0e77b15-7dfb-368f-8d54-340828716e37_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0ee8783-4251-3480-8adb-aca2969ad59a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0ef5426-c106-3972-972a-3e7f81b7e9fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0f0d732-7482-3b99-932d-5e6f226d5a90_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f0fdff4e-7a8d-364e-80a1-e511104a1b83_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f100b3ee-171c-374a-ab75-ff14f33adc91_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f103f880-5d82-305b-b314-afa610a6a714_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f11d8ec6-60ed-3c10-9fbb-b6909ee0524e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f11d8ec6-60ed-3c10-9fbb-b6909ee0524e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1218d3e-523d-37a8-bea6-852f6edfcbb1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f131dba7-f5a3-3334-a869-707d4c6e1781_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f131dba7-f5a3-3334-a869-707d4c6e1781_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f131dba7-f5a3-3334-a869-707d4c6e1781_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f131dba7-f5a3-3334-a869-707d4c6e1781_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f131dba7-f5a3-3334-a869-707d4c6e1781_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f131dba7-f5a3-3334-a869-707d4c6e1781_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f13d5bb8-f7d6-3684-8af9-7bd3932e0e39_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f141dd3d-aa0e-3c3d-b98b-1fd8f98c12fa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1465031-9165-3ac1-a94f-f950379d2d7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f16aa746-e203-3b3f-be8c-68764793777c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f186afe7-d95f-30f0-8fbe-3abf20cc5123_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f186afe7-d95f-30f0-8fbe-3abf20cc5123_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f18bde3e-956c-3051-95b0-1ba6b9142591_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1942147-fef1-313d-b0a2-dbeea9d81e9b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1961ef1-7f83-3a90-9926-f443f58aab7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1aa1c9e-069e-3718-8275-2747e9d55dcf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1aa1c9e-069e-3718-8275-2747e9d55dcf_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1b0bf52-0843-315e-87bd-ab68b7edb763_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1be35e2-44bf-3ce4-8bd2-207ab1265e3a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1c11bb4-fd87-36bc-8c3b-7e578e3f1404_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1c40a71-dbb9-3e3d-b82a-279bddf2a813_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1c6e148-a38f-3511-83cb-421db1932576_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1c75cc5-f363-352a-b1ce-5819ef06acbd_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1c75cc5-f363-352a-b1ce-5819ef06acbd_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1cd771e-7033-302a-90a7-d9f3c6f8f038_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1e6ec06-8be4-3dd8-b4c4-c7b2cf3ff54b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1ec2894-ea65-3c12-b742-44fcce1b1f8b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f1f5ab0a-83b6-3bfc-a265-be84b31de918_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f20233c0-e639-3a26-baf9-0107d56264ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f22d1195-aa35-30e4-813f-b45077a95da4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f22eb000-966c-32f6-b689-0838e3327028_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2377953-1666-37eb-9970-dbfa7618dbbc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f238eb77-0457-393b-9cda-e8e33aea56fa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23d1136-8a3d-3bd2-8f9a-ae7bae8ed08f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_37_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f23f1487-6926-3615-a023-cd50b1bc351c_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f24156c9-f2c0-3baf-9304-3c65d424f680_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2432f65-f73c-3ff1-bcbb-0267c3a99b37_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f244e0bd-2cc9-3cd4-a5a4-72319247c751_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f24931af-993a-3488-b985-71f97737edca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f24931af-993a-3488-b985-71f97737edca_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f24acfe1-67dd-3f59-a5a1-f2f5941089e9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f24f9a5c-0dca-3207-9160-cf186a819f11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2508690-de59-31bf-9628-89de8db254ed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2535319-d883-327b-84b2-1bbc31e5ce8e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f260a8b1-cfde-3bce-9b3e-4eb3a05158d8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2619588-75ad-3a75-bd23-b1d2dba2ef14_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f26a3e53-f770-3892-acf3-c07e51461bed_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f26d2fef-ffea-38a3-8f92-cd1d53bff767_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f27c0647-7b10-3fd8-93ae-1c9ed4cea126_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f280a853-da5f-3ab3-a59e-d9df1e09dc55_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f280a853-da5f-3ab3-a59e-d9df1e09dc55_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f282bce1-6eb7-3e44-bc07-73c6de483212_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2c0844a-113f-3277-bad1-23272b3459d5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2d27ade-a1eb-3c6e-a517-7be437f1f470_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2dd7b38-051c-32a7-8825-28137071942d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2f57f9f-000b-329e-b437-c4738818fd80_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f2fa270f-3cdb-3a2a-bfc8-92c4da878a95_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f30292f9-3850-3fd5-9aaf-274f6a6bca43_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f303819e-2d76-3380-8629-67e99df32317_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3070fe7-7fd3-3e40-86ec-35e5c0e77ac7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3168103-0886-32d9-86f0-d0cf37fa0ab8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3168103-0886-32d9-86f0-d0cf37fa0ab8_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f317256b-19a1-387d-bad6-3eac90bbed57_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f319c867-70bc-3e74-8b8b-3a22dcc0b888_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f31eb1b0-608f-317c-b379-a392dd6f374f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f35dc094-3b3a-3106-b15d-b1f8e1459c46_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3670ee0-9b39-3a80-bf28-d57ad566ddce_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f369c2c1-0252-31fc-b4ea-f4b74599fc5f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f36e1bbc-5553-3550-9e7b-f31048cab64e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3731462-e6a3-3407-9c78-c5e817100cb3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f37664b7-f987-34f1-ba4c-f77254317abd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f37d7bc9-d8f6-3edf-ba77-804f9ae361ba_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f38c6267-e224-3c65-a42b-3817157de320_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3919605-f5cf-37ae-8124-975d1a961b7b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3a3f7ca-ddef-3cb3-81e5-732e28dfa0dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3a3f7ca-ddef-3cb3-81e5-732e28dfa0dc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3aa9b28-901c-37a9-9ad3-25e16982ea41_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3ad50ae-a44d-3e56-a456-3cea6bf19059_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_10_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c7458c-0087-3362-81d1-9ba124326cb7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c87b2f-c91d-37c7-be1a-26471cf613dd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3c88f32-0f48-38c5-ad4b-ad334f879273_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3ce650c-7833-3df8-9412-f432eee4e803_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3d99a60-8096-344f-a80f-8e22a0f3b6ad_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3d99a60-8096-344f-a80f-8e22a0f3b6ad_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3dc6c8a-3dfe-3049-98cc-48f70fcc9a13_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3dc83ff-ad4c-3983-ac1d-b6ff5b5e769c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3dcc72f-0df5-3df3-a35d-2631d1c63223_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3de3d78-691f-3a56-bb68-e54f3ce4cfcb_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3e6072e-4a7c-38be-901c-e61daa9787a1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3e6072e-4a7c-38be-901c-e61daa9787a1_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3e71b9d-6d6f-3c84-a038-c50ae04d35a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f3fd8f6a-676b-380c-a250-b4455e4a964f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f408944d-411f-3b2a-a973-aea67483b325_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4366fcb-1800-3312-ad81-ef1659652f1b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4385742-8c51-306f-97ca-64dda660e166_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f43c37b9-2e5d-3bf2-aad8-c4030b54e7e0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4427ccd-4626-3a99-bc2e-dac572994838_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4427ccd-4626-3a99-bc2e-dac572994838_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4432e11-de87-3d67-bfb6-82b69432c43d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f44fe6a8-1122-38a8-8f41-bfeae3fd1296_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4559d5b-75ef-3fec-8a47-7b3f78c3a4d0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f45ac096-3f24-39b9-9893-df84fc8d3819_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4615a85-1a92-3624-a530-c7a2a5fa4f27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f46777e5-b3e5-34fc-99c8-da561177f97f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f46b52a0-2b2f-3d89-a0b9-4aec2a800e99_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f476036a-26bf-35ad-8131-73c057e0fd03_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f47ab2c4-af0b-3a49-a036-b0c6d31d048f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4863183-bb1e-37a6-873f-ad6dc3623aa8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4969a99-69c6-3b5d-8487-29806fb23c38_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f49c4245-a510-35eb-ad7f-31aa6b6ba4c5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f49d7d8d-3f32-3e68-962e-0e65a7d209c4_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f49e3ba5-0936-30b1-b32f-e6df47b73b4c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f49e4301-cbff-3a76-88f8-5c6da578d81c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4a0f8c7-ba12-3299-bfc8-44cdef9cb8ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4a17979-2331-3a83-b628-83acb94b3d02_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4a71143-1481-33e4-bc37-e08a5550b69f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4a9e96f-c075-3560-8d32-f6e3ffd317e5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4acda7f-8143-39cd-b6ef-4d6e1e466638_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4af2977-c64c-3d01-8457-fa5bc39f708b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4b11462-c671-3eac-a644-75fcc076a4c2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4b93c27-5559-37b2-a482-f65e669b829c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4d69160-4408-3f5f-bf73-ca9caaeb59c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4de938a-e898-3329-99bb-f8cd261fd0e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4df19f0-36d5-350d-acf0-f5e5cd2b29d2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4e2216e-60a7-3e35-8efb-c03f55e21dfa_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4f23212-c82a-36d9-94f8-68c686939158_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4f3e8a4-ffa8-3766-ae66-a8f020b18c26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4f3e8a4-ffa8-3766-ae66-a8f020b18c26_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f4f81919-06ce-3239-8d17-fa0dcea3d0c3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5056df1-eb7f-38e3-a0e7-5ae0dbe8b9af_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f516bc8e-bdd4-36c2-9d96-c57e145f7188_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f527eaf3-ccd8-32cd-9986-742e94a225f9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5321966-9033-3477-9f88-3287a2b7d724_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5370b80-49e2-3bf6-9d8b-a624e0294236_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f544cf00-40d1-3cd3-84e0-9e63fe389a4b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5511807-ddd3-36f8-bbc8-42b4391232f2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f55cde45-c766-3789-a1a9-d4264385433a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f568e0f8-9f0f-3e9a-b906-1479d9782688_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5743da9-d550-3719-bed6-3af6eeaa0c4a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f579c64b-2faa-32a5-9efd-a9e6b4ddff87_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f57e27d9-1d9c-3f40-bafd-116002c254a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5829d6e-4d91-3757-86a4-9274c10e3a41_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f588b304-fc0e-37e9-b1d4-fd125d4c4d8b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f58c83db-bc28-3e5f-b732-c17495fc2dde_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5942c78-584b-367e-b018-650480526937_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f59bbd69-d54b-3320-9917-d86af2f63d27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5c02210-6e1f-3ec8-8cb6-077a8df8c2d0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5c3c6b5-86d7-3c8d-946f-18ec35eeaed3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5c3c6b5-86d7-3c8d-946f-18ec35eeaed3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5c4199f-7f04-3e47-94c7-5ac017837e2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5c4199f-7f04-3e47-94c7-5ac017837e2c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5c9a64d-3604-3851-93ea-d9b949645b51_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5d14c23-ee93-3821-bf5b-9e716e4833a3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5d818de-7cb9-37e8-b538-4425f6fed96a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5dcd4ef-56e0-33a3-b926-3e74d7f92f33_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5e39b33-e1e4-39ee-ad4e-ef299a0b5bb2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5efb964-8a8b-3bdc-9a33-64119d88c7ea_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f5f4bccc-28d2-3748-98c4-45f5ae4073d8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f60c3e39-36d8-3146-a85d-43bc587a2b44_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f618e4d5-cb55-348a-883e-6a622563d399_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f61d5734-3e06-3101-8969-3ae196a903bf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6288135-6507-3d5d-ab13-ef7812bb5487_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_37_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6425eb3-973e-3f4d-9a9c-561d8f4289e9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f64a4cd4-2f74-3f99-8c27-54328e5f74c2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f657001f-4e20-3e4b-b705-da422615cdd1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f65a9d34-b24c-305d-b7d3-0d1165a4edca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f66694c7-54d6-331f-b086-09fd8804b777_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f666e267-e340-331c-8823-149e8a0ebd7a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6724b90-c1a4-3ea0-af3b-d19de6f4089a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f678f5eb-5a33-362d-ac22-dfeea5bc4481_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6797030-7a0a-3ad9-9e90-aac80483cc19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f68deab4-838f-345c-9cc0-1c783f3bddbf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f69f6136-46d7-31fa-970c-763ab0fbb6cf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6b0743f-fd43-33e7-af00-8dd4fe16ca30_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6c1f304-acbc-36b5-abe2-7eca24c90d12_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6c9bf4f-4f90-3c9e-a30d-5c6dc90f7881_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6d65858-2ed7-3c6e-9ec9-d88180b760a7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6db2477-264a-3ef4-8a16-b2ae04dcfb6c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6e28f31-b1b2-3ec1-a6bb-14d9ab0893f3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6e74411-d5ff-3086-996d-561e2ec7acb2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6f36a8a-c7e3-38ea-bde5-bdd110ff672b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f6f7d486-bd1e-3728-912c-546019a1ed38_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f70358e8-7726-3aa2-bc97-ed08095de105_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7100f01-d265-39d1-84b4-77a73cc226a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7100f01-d265-39d1-84b4-77a73cc226a2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f722e875-f643-3ca3-af16-65a3886efdc7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f73a89f7-c083-371d-8ce0-5686bf0d2b4b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7477959-bc02-32e2-9fce-68a34fc4396b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f753333f-4bf0-3380-9dc4-b46733d0d365_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f762cf98-4f5f-3cac-bec3-069ceb1fdc43_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f76fbd9e-cf09-32fb-9f92-2369b0d16557_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f77d4607-65db-386c-bb82-430e63ad9897_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f77f01b2-318d-3ba4-b9ee-be378a5a34e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f780fa58-4211-31b3-941c-4b4e0353f5ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f783e556-72c3-3f29-8f1a-f94b48c09453_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f787afcc-ae99-3a18-94fd-916f0446282f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f789d5fc-3716-3fdb-8386-7b75cfd5323b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7a1a27e-73ab-3b72-b540-a41e64875ea9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7a6047b-b189-395f-904c-451caec7dffe_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7b24545-66a3-3940-a3f2-189ad1b4c288_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7dac043-ae47-387e-9d6f-c3f295a69deb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7e42ef2-34c3-38c3-a1f9-78513c7cd8f9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7e5e94b-1dcf-3fca-ab3b-5bf9ee88768e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7eaa485-47cf-37fb-9f81-61e25fe30f06_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7edd84b-e72e-3dce-b7a1-460db69053bc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f7eff6ab-8ec1-3cbc-a7e9-50c57fc08f1e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f80717a6-aac7-3945-b973-ff56ae98f610_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f80938af-1f7b-38e7-9ab9-c7aa3ac37e94_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f80a853a-5a6a-3a32-bb5e-2e62769596a6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f80c8776-fac6-31ca-b05e-7a3b530966cc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8119caa-8280-342c-880c-39e85170547b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f82b127c-b499-36f7-9ac5-692b22b7334b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f82eca31-b0e9-3521-9241-7a82439bd97c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f85a54cf-ed81-36c1-85d3-9a5063df61d2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f867cc98-7169-3739-a7ca-877c3c747af2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8822ba4-0e8d-36a2-8fd3-a5380aa3743c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f88a4426-51aa-3249-924c-63bdc913e81b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8a0cd44-b78f-3358-b3c5-d9d33a115649_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8aab31f-374b-397e-8a2a-9faa50851a6d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8b17650-823b-371a-9c3d-b10e8843ccca_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8be0011-5915-3d31-a604-301f47c755e5_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8c325a1-ae72-3f4a-9544-d9e6872e84af_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8d9e530-0786-3fcf-9630-6eba50f0160d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8ddcf2c-2be1-3271-bdbb-8d82aa2a3659_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8e8fdbf-4ee8-329e-8259-faf8283e69e2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8fc8780-bb37-3af0-a70e-6bde59133c32_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8fcac8a-2e73-3264-b49b-2d4095e00894_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f8fe156d-74e1-306b-8c09-47616eafdd59_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9005c3f-74ed-3e64-b700-8a73ae903765_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f901cbbf-c746-31aa-804e-20cddfe1f557_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9048b34-24e9-359b-adf9-247b173d836b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f91485ce-ca12-3673-b5da-5d7d65dbda7f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f91c1158-948a-379e-9076-f003063f2d3e_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f91f7e5d-a90b-3958-999b-3264c1b7fdf6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f926e71e-50b9-3728-8b6a-bd79902692c8_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f92e711c-c5de-3240-9c2d-24eae972c7a1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f93759bd-e214-335b-918a-20ab272b97d4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f939580d-f271-3ead-805f-9a4f95959618_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f93d000e-1d8d-3d91-8b53-ebc9376aa0d1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9418b92-3408-3d25-9361-9fff3a5a0509_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f94e8065-817f-3aa1-911b-9f98b7b23fbb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f95ae7d7-1c81-38a5-8624-b3c5aec7c757_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f96126fa-0cca-3618-a38d-f87e24202663_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f96126fa-0cca-3618-a38d-f87e24202663_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f969abc5-4453-3477-a6b4-babb580e6eb3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f970b786-b910-318e-8909-13e8d7d31100_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f97f2121-c99e-316e-a015-54beec49dce2_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9800f36-8b25-39b1-b018-9d0744d0e3b7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9853b78-ea7a-3d56-9939-1eb7a860d703_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f98eb1df-ac00-3129-8d49-cc358d42d80c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f99ab45d-e65c-3d9f-a6cb-a9cfa9a64bf7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9a205df-2c32-3f4c-8466-ab29d9d15b16_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9a205df-2c32-3f4c-8466-ab29d9d15b16_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9a654c6-fce4-3be2-8ed9-69179c0b0dfc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9a654c6-fce4-3be2-8ed9-69179c0b0dfc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9a6b2a9-c413-3b98-9855-67446fd30b86_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9c1c3b6-a3d9-373f-83fe-7ab5dd23cca3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9c1c3b6-a3d9-373f-83fe-7ab5dd23cca3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9d19ea2-cd48-3244-8296-112ccae6b21d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9db0634-19ad-342f-9424-81c7967c060e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9db0a4b-9df9-3951-ac9c-5489f24b85bd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9dbbb0a-20b0-3f6c-8623-6e7ecd6039ff_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9e6aa2f-4d5c-3e7c-89f5-f2a06c33549a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9e7109e-e977-33dc-a05d-a553c7757f5f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9eecc62-6406-3e64-8874-8e92db0d2654_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_f9f314f5-d43f-3de1-b7c5-ed4c9e1cb822_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa1c2d57-8810-3bdc-989c-7681ea9db2ee_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa38a4fb-d7b8-3d05-8835-682e0fe49355_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa5fe381-9669-34f1-8d7c-f95186781b6e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa662fe9-87e2-3a19-8a7b-f274788e72e2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa6de3c6-a6c6-3b42-94a0-41231ebacc55_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa6e26a0-f979-33a4-aa1b-5cb0c6d7caad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa7dddf2-a713-34ba-8abd-cb655b0f030b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa80ad2d-cd61-31fa-94db-5bb3cc5b1536_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa8996ca-bc28-32de-b5c6-53cb14ec2b27_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fa9ffa96-f486-3cd5-b72e-dcc0cf7bab01_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_faa601cc-2471-3371-9795-a7c5fbbb2236_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_faae62e1-c3be-3fbc-9efb-d03582a4567c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fab17b7e-bfa4-3bff-8b36-4ccd576bf120_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fabf148d-dcec-34bc-8b17-06980770b859_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fac22490-8ca1-3f88-ad75-a4e4e4dc7498_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fac7c7e1-e01b-3c38-bf7b-bd2443d3d161_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fad49af3-1d93-37eb-b385-924c2a832ce5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fad9ff26-85cf-35c6-997b-ad2d33491796_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fadbd7fa-f059-35ee-bdb2-558582f6365c_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fae30b96-4ece-338a-a854-c5ec7740ff5c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_faec210d-1f0f-38e2-b502-30844f6915f9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fafdda01-f47b-34b0-ac05-b7a8bfcf6c3d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb00e60d-5c8e-3355-8ad3-595ebd8d33fc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb269f52-e2e0-3be9-b75b-95cd0c70b337_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb2a9368-1160-32df-9be5-18ef431fb74b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb3e8dd5-a428-3f97-a2e5-5196263925f7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb4244a1-0a97-3b03-8c61-078ecd48745f_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb50324f-dbcf-3053-a957-16b27e7e73c9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb5e65f4-d733-351a-b944-549808f08710_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb739ac3-86c9-36bc-bb4a-f420d64ecef5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb79def7-407d-3b0a-a34f-dac95713af03_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb7c2bed-07b9-3889-b5d7-6bc8487a5c3b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb82037b-d7fc-3252-98a1-8d95eb18aedf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb8c598c-f68a-3435-afaf-9489b75583fd_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb91acb0-3f47-306f-9d30-9c33060463ca_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fb9b5b4d-3cf9-3a50-9518-1b15bea6f6dc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fba112b0-a94f-334e-b178-e1ee769c5904_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fba475ff-daf7-3fdb-9ecd-a7e848b739ad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fbbc0cae-f306-3c5f-bf79-06d19aa4f21d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fbc80cad-ac6f-3576-a3c9-f5251707b82f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fbcd429d-8d84-34ee-88d0-3859cd890d92_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fbe4f23d-0148-3e3c-bb65-df32dd4b35fc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fbe4f23d-0148-3e3c-bb65-df32dd4b35fc_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fbe6283d-af34-37f3-80f3-bf5edb63e9c1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fbe98eb2-5de7-3fd5-81bf-cd1db0dc6e60_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fbf1dfef-7697-35b1-b479-6453c66a0297_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc07e139-886d-3125-aa41-c5e849d722f6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc1728a0-a7fb-3345-9d64-f2f8c2d205f1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc24ae26-44c9-32ea-8e28-7aaaf8395182_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_11_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_13_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_15_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_17_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_19_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_21_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_23_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_25_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_27_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_29_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_31_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_33_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_5_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc2e99fa-df4f-3705-9d1d-c439e73aacdc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc4c1e67-1529-3054-81a8-29aa8300e03e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc697e12-4394-32ae-bd68-0fa10e8338b8_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc8ceb3f-d442-302d-90ff-30f3bced4aa3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc8ceb3f-d442-302d-90ff-30f3bced4aa3_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc910a52-20bc-3c97-91a6-75114b9db94e_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc91a3c7-c826-39f0-988c-764b684924ed_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fc9790ea-118e-308d-891b-fee9125444ec_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fca47992-8505-3c3e-a74b-67533794b64b_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fcbe27b1-9b2a-3bb1-9ed1-8c226e689c51_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fcc07a1a-0f34-3103-a121-259665818117_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fcc62776-e9e1-32ae-9163-fd64d7dfb28d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fcdb3769-4cfc-3b9f-88fd-887b6612e8ab_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fce08acd-6d2c-3b85-910f-f53b2e2727a2_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fcee4684-825a-30d2-9e45-09de8c8bf12d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fcf8e532-39fa-39ed-ac9a-8c1a8b2bfcc0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fcfa94f1-acbf-3987-a3c1-b387413c92e1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fcfde424-fcfe-3073-aca1-04e2c78dc6fb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd116053-bb11-3b8b-8d4e-9df0fcfa1ce0_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd12c52a-8d41-3ae2-bd93-ffc08b2417d0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd17c133-b89e-379f-8f77-451f42d0cb26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd2f7070-9893-3d3f-abbd-253c4cdce303_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd3acad7-9f8e-351e-a5be-5656a1be4f5a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd3acad7-9f8e-351e-a5be-5656a1be4f5a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd3d5444-1d3c-30d8-b690-3fc93bb80d35_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd5c90fb-14b8-3de3-a0d2-a3b8cc4dc1e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd651c20-9ef3-33c3-8d1f-309fe5868a32_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd675d7f-0f0e-3091-9746-01c541d4dff3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd677f95-3b04-3e30-9b5b-005ebf9b1349_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd683dfc-e5f5-3fc1-a562-f23456f034d9_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd68cabc-6c85-3ce2-bb6d-de410cce31e4_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd781af4-1025-39e2-9aca-5a516ff7a4ff_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fd90b9e9-a7de-33d7-95da-e34219bad925_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fda30299-f9c8-3cc8-b6df-3aae1fc9f4d9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fdb6d6ad-31f0-390b-af05-494713bc4b84_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fdce4ae0-6029-3471-bf07-d14445a0f4f0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fdceff9e-f5e8-32b1-929d-ececb56fae93_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fdd913ab-2322-318e-88e0-5b329a252326_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fdea0236-36ad-3a68-bf35-1cd110dddac7_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fdfddc89-3dbc-3e31-a212-1a2e0d83831f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe0be35e-1bb6-3d06-b16e-eccb8d3a995c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe0d6445-697a-3a22-9119-8dc76242dcbf_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe29eeb0-5a46-331b-9fb0-d90cd6d3326a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe29eeb0-5a46-331b-9fb0-d90cd6d3326a_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe2c455e-c4da-31fb-9858-813f98627653_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe2d1b94-9b89-3e72-9dcb-544be7009467_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe2d1b94-9b89-3e72-9dcb-544be7009467_3_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe3e1a13-52ad-3e5e-bb77-4b0f03ee1b04_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe433ef7-0040-304d-8737-d13b2034c09a_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe563eb1-0059-39ff-a012-a7b708b43fad_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe5cba82-e5bf-3b50-8dc4-3eb65ff63385_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe79f598-1cd3-3637-b6bb-7477299df51f_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe98d72b-5bfd-34cb-89d4-4d074f29894d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fe9f83be-ff74-3677-8644-6373821afc26_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fea017a0-41e3-34d3-83ee-959461b068b6_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fea9b744-ed41-35a8-b0b1-fa6edb5415c0_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_feab51ac-ccc7-392c-88bd-c7cfe736aa01_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_feacb2f0-8d8c-32df-bb7e-a41e5490619c_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fec3dcae-5b29-3947-b4ad-68128f4b6adf_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fec9aad5-cde3-37f0-8936-fd7135e7d442_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_feca8808-eb6c-3645-802e-4871deac4c83_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fecece1f-e310-38e8-9af6-59ec551c91b7_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fee092ba-2440-34b1-b9ae-a828a8624888_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fef2f790-ea6a-3e19-8863-6ad411d2abb9_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff00dbed-a588-3e2c-80d4-c597d07eea94_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff18b814-fc69-3a40-96b3-aa7f24b2b223_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff19cda1-a89b-34b2-9967-e8099138287d_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff24353e-6ffb-3221-93fe-556e4fd61718_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff3306c0-eea5-3bf3-a605-e4fa7c19cc65_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff3b982a-7cff-3441-9a90-ead15ec45515_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff3c1872-1c32-324a-a77a-fe818e3a0831_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff3c1872-1c32-324a-a77a-fe818e3a0831_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff4bdae1-319f-3744-9562-99a345823f14_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff4d7b73-2225-3c38-9de2-881af4676102_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff593694-fb2c-319d-8293-bccf45486611_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff6c3416-2d9c-340c-ab3a-37ea7dc7f6e3_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff6c3ce7-a847-39f6-bdd4-bca523c223ee_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff6d5e3d-7d25-310b-b950-a5d8cd138c79_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff86c4f2-c618-3e0b-a8db-35e1d13100bc_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff98b2d7-c395-33ef-ad85-9ee2fdabe15a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff98ca06-7447-3124-b915-0b3df3fdfcc1_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff995cd3-a887-3ac6-a8d2-5bb63efa59de_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff99824f-de76-300c-9799-3ab5cb13f632_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ff9c22e5-b8a0-30ef-a975-d7c1eadefbbc_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ffba989b-425f-344c-83a2-0ea7a9709692_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ffc9b641-476d-3352-a36a-877ed19459cb_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ffca70d2-00a5-30b1-bd9a-c375c921c002_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ffe11f57-5b2e-3bdf-9790-995217efe90d_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_ffe62c49-a1be-3dc3-a789-bf791284ec2a_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. I_fff98ca6-722f-3122-819c-2b5ad8091120_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p3'. ***** WARNINGS ***** Schema Location Results Some schema locations are incorrect or missing. The validator will attempt to correct those mappings. Warnings (3670) I_00015ec7-9e89-3344-a946-79025e239875_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00046fca-9cbe-3775-8238-d29f8c76ece8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_001fd322-67ca-36ec-9f81-86001df32680_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_002230c1-11bb-3ac7-b5e3-08a4bcbf6010_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0022471c-74d1-359b-8814-d93499e2adab_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0022471c-74d1-359b-8814-d93499e2adab_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0022471c-74d1-359b-8814-d93499e2adab_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_002277eb-0759-358b-ae85-255f561e241b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_002277eb-0759-358b-ae85-255f561e241b_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_002277eb-0759-358b-ae85-255f561e241b_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_002277eb-0759-358b-ae85-255f561e241b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_006ddd9a-e665-3722-8fba-4d4f201fd86b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00ab04c7-8109-3774-9b4d-d4aea6ff6f26_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00b691d2-4681-3f71-8aba-94b25d4ff291_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00c631cd-6f6d-3321-830f-664416d66e18_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00c7f057-5908-3ab4-9b2c-354cfbd9da84_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00c87410-49b0-34c5-8840-f017d30b48a0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00c93fc9-7be1-33a1-a85a-90f242431554_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00d02e15-dc2b-3d0d-b92e-ac2a0a6c6ed8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00db5e92-f01c-336e-8910-9d763bc68a56_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_00eb51aa-70af-3379-868d-98e61f4c849b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_01018b5b-dd07-30c7-9c3c-5b3954ce838d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_01073ac0-6f46-3d44-9ae4-6efc741672eb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_010fb446-ef45-3210-baf0-fd2b4576bfd1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0139433c-be93-37e2-8e26-184cbb1f9cba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_013aaddb-c3ed-3d25-ab7c-42e520a93200_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0145a6c2-67f0-3674-bd89-460c18458488_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_01642bad-7d89-3ccc-93b3-8ec9140e2650_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_016cdb68-e4b2-3dc6-8206-f890a0fa7774_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0187a14c-36fd-3b68-b9f5-3e1b7590b0a7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_01d590c9-1e7a-3c5d-b927-a0d44b351307_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02112693-093c-3627-abe2-904bd3e4fea4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_022b4e60-c213-34d5-b9a1-6be367febc69_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_022e09a9-1d24-37a9-85d5-a0b93f70ef94_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_023ecf25-0c32-31d9-97b3-5d330731e8fa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02540771-518c-3e06-9e82-c83b21e22fab_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02540771-518c-3e06-9e82-c83b21e22fab_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_026a1f58-20cc-31c5-afe5-1aec86b9672a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_026a1f58-20cc-31c5-afe5-1aec86b9672a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02923c97-12ec-3922-933a-0107e1fe5aed_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02a72cf5-d400-36a9-a4b3-b14a369c03fc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02b02e15-09cc-374e-8cef-b44550641485_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02b36f7d-1f2a-3e7a-9c71-c24ec76fd691_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02b40afc-3a86-34bc-82c1-283266eb319d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02b58430-1ba2-3a29-b347-3fc7383640e0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02b8ac11-e251-35e0-9fc5-25cbd0810a92_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02b994bc-8451-39c6-805a-eada0f1f317d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02d49453-7298-3cf9-86d2-5692069e75df_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02e9dd64-3fc5-3f12-b356-d8969b25206e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02f12e38-1101-3964-9954-23d5df541330_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_02fcc6f2-13f6-397f-931d-2e50d4c82031_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0316341c-eaaa-31d9-a43f-98cdcc5650e6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_031edc08-95c3-3b08-8bb3-c4ba38311894_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_032085cb-f418-3635-b1a6-a76f75b393fd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0327913e-b64d-3d32-9e36-92834f7a8225_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_03399343-b176-3f0d-badc-735798de1c5d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0340b5f4-b658-3c1c-9d95-1b1f1602563b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_034f58f6-dbfc-322f-ae60-fda6ecb76238_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_03a384d8-02eb-38aa-a4be-0b5ed78ed05f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_03a9a2f1-f406-3250-aa40-ce4abff96553_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_03b38da7-2eb7-35f9-8d7d-f2b2f851a67c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_03ed234e-378d-3a6c-819b-80f2d5f78207_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0404de1e-d98f-3d47-9a34-71913492f47d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_042497df-b759-393b-9175-c3a7a99443b7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0428cd1b-76f5-3a07-b9bf-73160794bbf3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_043ab9e5-f495-3e7c-8a38-2988b6ae20a3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_043feb8f-86ea-3924-85c9-9e5610483424_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0449b1e4-7c68-39e5-8040-67d203221ecd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0449b1e4-7c68-39e5-8040-67d203221ecd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0465c19b-52f6-3191-b30d-9c66315be2aa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0474e202-3b30-36c8-bac9-8cfb1a2ccb4d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0483130e-010a-32fe-a9f8-15ec5b2db15b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_049eb965-61af-3dd2-b305-1e2cb9fc9897_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_04d1a25b-0601-3387-9c5a-34c1a5d8074a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_04d8c7c1-a52f-3841-a684-07303b144657_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_04f3c9ae-b4c5-324e-b617-ab80146ee392_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_05065af4-1ea3-3a99-8f51-8b86a21bb0df_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_053a582a-ac0d-33e6-bc34-67c38113827c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0553982e-266a-3b91-9039-ae1166111307_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0587be06-57eb-3f0b-9be8-a3193b74c773_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0588637a-c5b6-38a8-bce4-0c51b026449f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_058bf2ec-e962-388a-8133-10f5a4be913e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_058bf2ec-e962-388a-8133-10f5a4be913e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_05972f06-3e48-3822-8af3-a27bcfd719e1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_05e07ea2-630e-391f-9033-11ab5e2a2167_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_05e07ea2-630e-391f-9033-11ab5e2a2167_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_05f00c8c-ddbe-30fc-9114-bd9b1ee2e728_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_06015516-e6e2-330e-b3f4-d6fcce455e55_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_06167699-9f92-3e12-8e05-9f6897c826bd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_06167699-9f92-3e12-8e05-9f6897c826bd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0629f046-71a9-388b-9755-ecbf3cedc462_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_063acbc1-cbd8-3252-b58c-51accc19c249_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0652d9b4-2ddc-34d7-94c9-6cbba3d00259_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0658b814-cdf8-3872-b3e4-c9a058337551_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_065af7c9-06af-3f53-bdca-56e44f5ed377_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_065f64cc-25d2-3888-be23-065874cdcb2a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0671ffa9-e651-3d23-a0ac-a2b6cc6fa062_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_067fe06f-9d40-303b-b89a-7c791c8a40b3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_068622a7-32df-39aa-b787-91d5a9efc7cd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0692c87f-4a90-35c0-a0ce-6f015b07b786_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_06c0e347-e3f7-3a57-beb7-2a82824a04a2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_06f7b2fc-2440-314c-b1fe-7eeafc01d2b3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_070fab75-a513-387f-a2a4-5ce6188322e0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_07366b49-94c5-3290-bd45-c31bbde412ef_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_074c4ca1-ef75-3b17-b933-7e9149ea9657_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_07772087-96cf-3ed4-b816-76c32c629ad3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_077f284a-a14c-3b66-912d-9fc6de50b275_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_079c5fb3-ae2d-39f5-bedd-077a50cfb634_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_079f658e-ef03-3460-8209-c3970062e0db_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_07b49819-5195-3269-9ab8-2a79c7cc8a38_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_07ba5ae7-efcc-3d5a-b39f-0a8cea6915f1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_07c2d145-8820-322f-9226-b09c665fe3bd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_07c63bfa-e481-388f-be82-cd7b1ab04760_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_07c6cbf3-31e7-3c5d-8809-f6ed8ee7f259_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_07db07fb-ba11-376b-b032-009fe195279e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0803be02-6d40-3532-ba20-379f95482df9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0808fee6-404d-30d7-81b5-a171677cdb1e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_081291c1-28f3-3e61-a372-b936d664e50c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_081b7629-d3ef-3883-a534-2d9d044d9a7b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_08300886-f1c1-306a-8d50-7b3c7aaf1b6b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_084a6f97-349b-3198-9397-44e433fc82e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_08573fd7-6b1c-3636-9727-0606eed0762c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_087a2e57-eebc-337a-8d7e-d36c7b413bad_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_087dffb3-9d00-3924-94ed-b195cb5f22a4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_08ab881f-66ce-3d4f-ae7c-ad011600f054_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_08b10f55-8419-35cc-a3e0-89832c0eb2ee_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_08b5da92-a901-34d7-bf8e-f6fdf18a9ad0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_08c29421-b6f2-3c28-8449-e2dd70141c75_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_08d91b9b-47b0-3551-a639-a3816881fb1d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_08f94115-918e-3258-b69a-26d5a24293d4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_091b74b1-c10c-3f07-9746-5ccb3860adff_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0928cbed-0689-3b3f-9ccf-87d7ab6404f7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0928cbed-0689-3b3f-9ccf-87d7ab6404f7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_09361129-199a-3949-b945-4e5b2c372885_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_09544a08-9c23-31a5-b3bd-2265fb57b643_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_09648bbe-0901-33a9-9d63-46b097010d09_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_09725a54-5e8e-3803-96fc-d36fe11f66a5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_097f7100-5b37-3e1f-a3fa-547ea8969124_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0987bd0f-15e3-346c-b185-86296f984029_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_09898abd-7bb3-3e56-909c-afb6534611e8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_09da8dee-6287-3b7d-ace1-805c7ef863df_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a0885e6-815b-3b2f-b16d-0170c6488690_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a104ddc-3513-3d00-9572-fd3b11d2098b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a104ddc-3513-3d00-9572-fd3b11d2098b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a12882c-57ca-3b63-9ffd-e2845270ce77_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a13d070-9277-3914-a8ee-aa8904f3074c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a541836-b487-3b16-88df-294a89038bc8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a5b7cb4-8a19-3c81-b1ab-094fbf391209_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a758457-9404-33eb-bbff-aef73574ec97_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a822189-e129-34a1-9996-c3d86960346f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a87f91e-e6c2-33ff-b504-b787251a929f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a8a5105-aa82-39e6-b219-540119fe7a2b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0a954efd-fbbd-307c-9994-590cc5f30233_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aac6ec6-1df7-390a-be07-e38e72266715_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aac6ec6-1df7-390a-be07-e38e72266715_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aac6ec6-1df7-390a-be07-e38e72266715_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aac6ec6-1df7-390a-be07-e38e72266715_21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aac6ec6-1df7-390a-be07-e38e72266715_29_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aac6ec6-1df7-390a-be07-e38e72266715_31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aac6ec6-1df7-390a-be07-e38e72266715_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aac6ec6-1df7-390a-be07-e38e72266715_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0ab86db8-306b-3f9f-9075-0537a7c0c634_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0abdf254-0ae6-312d-ba65-be66a33fe033_12_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0abdf254-0ae6-312d-ba65-be66a33fe033_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0abdf254-0ae6-312d-ba65-be66a33fe033_14_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0abdf254-0ae6-312d-ba65-be66a33fe033_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0abdf254-0ae6-312d-ba65-be66a33fe033_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0abdf254-0ae6-312d-ba65-be66a33fe033_6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0abdf254-0ae6-312d-ba65-be66a33fe033_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0abdf254-0ae6-312d-ba65-be66a33fe033_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0aef8e1a-1578-3fa2-8153-4f438c51dfb2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0b08819f-cedc-315c-8476-1a56df03bb05_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0b55e676-6a49-3b64-be4a-f7922eb87b87_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0b5bbcef-284d-3bba-9a69-a7dc8648189a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0b747a7a-76d2-37f9-9a4c-93a416ab217c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0bac2434-7bfa-3150-88d7-ac6fcd1413c4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0bc564c2-e473-304e-a425-33286228afc7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0bd14e84-9afa-3bad-b04b-3a36ffde93ba_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0be57c1e-a584-3d19-b677-78f72ce4faf2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0bee5329-0226-393e-bca4-e035147d476c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0beed65c-db83-35d8-8b87-cee590a808ae_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0c09f666-c274-346a-ab69-e53443b61d95_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0c1a9d15-128d-3abc-be32-c07f7024a8b5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0c4f802b-e62c-3667-b08b-177a6f7c7591_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0c781efd-86f2-33cc-af55-90e668ac31d7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0c828ff6-58a9-338c-b186-8add0bedec31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0c9a9d73-4fbd-3a64-b148-7c1e800a0a88_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0c9f8e84-6885-35fe-8089-c13d8c2b152d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0cb558d8-e311-3e5c-98f3-d2c083625325_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0cb7b7bb-7d2d-3075-a14f-b88a3fc0f842_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0cd7c8c4-2c0f-3e70-8faa-53029a5ef993_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0cdb8268-14b7-34c2-b4c7-e4763726c48e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0ce5da4b-d983-31ef-b2d1-ea92d88618ee_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0cf2d522-792e-3072-a4f8-9ebe26baceec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0cfed83e-af43-3b35-b4be-eb00e95be8d8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0d1061e0-6faf-395e-b3c2-1958e1d13f17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0d2b8513-ef17-3ad5-af21-90b66427881d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0d4ba54b-8a9a-3885-aafd-54274df8a018_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0d686a16-619e-3348-9aac-c940243e12c5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0d76f302-56f4-3db2-8d53-52c893906768_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0d79f8c8-b65d-3aee-adca-ab18482923e3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0d7ad23a-8021-329b-933a-134b459bb1b4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0daafe1f-1093-3498-abf1-928608ba065b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0dad0198-83ea-3421-851c-7b2d26980f0d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0df0bb7e-8957-34e5-b3bb-b1d4b6cee101_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0df562af-8869-3e39-ba4c-2f328bf716ea_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0dfe39ac-a3ea-3eef-aca1-d0ae9e01c127_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0e0bd3f2-aaab-3e45-91b2-e667e3cf2491_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0e355721-c1fa-35f2-8c0e-dad15acf0265_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0e778977-28ee-39c8-bfb2-46e5b0dfdb1d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0e787252-f5e5-37d3-92c2-a7711b128229_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0e7a2670-94a1-3057-a85d-9fb7b711f071_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0e9c2dae-e819-3254-addf-834bc3eae5dc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0ebba6a1-b60f-32ba-9ee8-d79135a5f1c5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0ef82534-ccc5-331f-9131-7c7aaba5a246_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f085a7b-b587-3a41-b7e8-6cf1248c5940_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f0df5f4-0bd4-3b12-9c71-fb61495ce6ac_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f10e242-4167-31f9-bc04-fb8e861eb468_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f1f31d8-cca4-3242-9b7f-7fc319f1bb7d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f3ec13e-ca07-3529-9ad0-605dd9b25335_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f41d470-45d4-3f7a-b92a-e9ae23723a99_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f5ad3ac-ed6e-3465-8422-ccd365d98a22_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f68a04f-d89b-31a0-870e-f0a551db46a5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f6988f2-bf5e-3f88-b423-1838c9d65f7c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f78f343-59f2-31a5-b0e8-dac98bd24769_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0f8acce5-b912-3629-a22f-11de6b299d8e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0fa0d99f-9593-3cbf-a4f5-4395fc38d605_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0faa9c5a-52db-363f-86b2-38912419753f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0fbdf26c-b20e-3486-bde0-66bcd3ee9f74_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0fd3d9d5-56b7-32ab-a2b5-e802db21956c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_0ffcfe63-0f5f-3beb-912b-ec079d0a14af_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_100039f5-3a54-3ca1-982f-2726366e762b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1005c171-f0f0-3acd-893f-004858470dfb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1005c171-f0f0-3acd-893f-004858470dfb_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_100f09e8-96f8-3721-b398-6752a3c19a7a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_10175cb9-d9d5-320a-843d-6baf5ac28176_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_10488324-5b0c-3dcd-a644-379caab47c22_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_104a68ed-11c8-3f5d-b8f4-df5162872859_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_104b6a64-2347-3b65-b68d-5717ec955c48_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1057836a-71ae-36f2-b713-9a42f862ff54_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_106718a1-29fb-322e-9a6e-914c1bdb1f2b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_10758142-28ec-3dee-ab6a-3016916767b3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_107dd205-c9e5-37e0-8194-66783f4ec2d2_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1086da2b-475f-35c0-b7f0-f57916b1e54a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1087fe00-a14f-3334-9b10-fe864628c0b3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_109e59ee-dae4-3880-a70a-5ff446e4f897_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_10a86a3e-1e58-3f26-86e6-2932fcf13144_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_10dbeb12-f611-33c6-83ad-69a567ab792a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_10fc4601-9b6b-3109-88d9-55508d171294_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_10fc4601-9b6b-3109-88d9-55508d171294_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_10ff7354-08de-3447-a4b6-b06546b55fae_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11087338-7640-33d7-9cd2-57412e925a67_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11353e14-43cf-3ddd-8c44-cdf71027f29e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11353e14-43cf-3ddd-8c44-cdf71027f29e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_113ba24c-cc04-3e9e-95d8-a41c7ee68efc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11413628-2076-31a0-8a14-5a30a323d652_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_114962a6-7c3a-3db6-a0fd-6cbbec82d3b7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_115e4d8d-4072-3b0d-b63a-5d336333d61d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_115f732e-24c1-327b-87d6-9b57c02a235f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11823d62-cc66-361b-9ba1-7a39c19d75cf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_118b7f59-b01c-3c83-b00f-17ec109ce623_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11ae9afd-b7bd-38c8-9242-84c6dfc329e3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11c04111-837f-3451-b66b-a64c2612bc70_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11ea9173-ee88-3d19-a16b-ddaf4de97a48_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_11ebcf27-e9da-3bdf-8568-ba89c260dae0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_120acd1d-3db6-33f4-907e-8ee9f4ecece2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_120f6173-c24b-363f-880c-47aec2a00e65_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1215c091-2f16-3ca8-a2e4-d8ea877fa1de_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1239c9a5-0384-3a66-84ff-7584e47015d4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1261ad9f-734b-3a32-ab84-a2dec6d64500_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1276ecc3-525e-3559-a84e-f1641b88d059_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_127d4cb2-8713-3159-b06d-a9126a22c6f8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_129e33cd-3ada-3b2c-8cd2-e0b4a5d82254_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_12cc8cb0-d359-3c65-a0e9-ecd751bf03cb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_12d76383-cc35-35bc-a404-7c7953b8a3a9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_12d87d76-8691-3415-a81c-31d1e80c1a1f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_12e0bbe4-dbf9-3fdd-aea5-80360c363adc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_12f53092-a7c1-3c69-ae55-bfa089a9e2d3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_133dd862-bb1e-37ac-bd3e-9fa8eed84fd0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_13479f94-b7b6-312c-900f-38cc7361b0f7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_13479f94-b7b6-312c-900f-38cc7361b0f7_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_13480236-0be8-303c-b39d-c1f813d999fc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_134b1e33-a349-39b4-ab22-9a3773b4ddfb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_135e8ab6-7203-3f28-895d-607d99e92b23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1394d724-9d80-38b7-9fba-d2c08943838a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_139e45a7-0f66-3e62-b657-3d4491cf0d29_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_13e7a817-18a6-3bda-87b6-692fac120eed_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_13f8e1a6-73c2-3976-be39-58712e444fa8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_14019af4-1e07-35ee-9333-3d1ef01d62d9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1405abd0-2123-345b-b96f-7e3b5185e615_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_140a3f09-b793-3f99-ac1a-821b1464da9e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_141bd305-0b00-324c-b5ea-95e422aa9102_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1442c26d-b35d-38b6-8dd8-bafa8357dc4c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1486ca05-4c26-3861-8d1a-1cd0ca64f694_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1489a594-5b12-341a-b72c-d402684bb66b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_148d27a4-3ea0-3a02-967d-1d0282c122e1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_148d9665-0497-30f2-b49d-2f1de6da2436_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1492c917-b50d-34d3-8b49-6dc797e1cb84_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_14ad4df2-33f5-30cd-8309-202ff0df5ef4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_14ae850b-3a63-34ea-a974-dc605cc70462_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_14b1eb71-7326-373b-94ba-7b8a884c89a9_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_14dfae99-823e-3ac6-b650-08f3c3298af1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_14e0acca-ae4b-38b8-a20d-0dcb905f892f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1528d31d-c1dc-38f8-9b86-aee425464e08_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1538f913-bd6f-3fd6-9ca1-1984474138b7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_15450da8-37af-3192-a9d5-d3c0ca141b5a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_15553263-8795-3564-9e43-d625d0989e5a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_15860904-739f-38c2-b323-32f1d4004ed8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_158d25c5-af31-30d5-9623-ba267c3c4d14_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_159fd767-b81e-3ea9-879d-ea06ac5b3580_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_15c62fd4-b4c5-3fa6-89c0-9300e128f768_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_15c6d402-7a5c-3aec-a4cc-312401de1e7c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_15cf80ac-5520-317e-a870-e915ba67ce4e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_15d0cb04-cb5d-3ef7-b10f-8f0fbecd75d8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1600745d-35ef-35a6-ad24-a85a114d428d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1619b550-bcc9-3b04-b50b-7a4ec94383d3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_164cd1ac-ad6b-3b24-ac2e-2b40cd7f911b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_16515891-1492-3cee-acdc-4e2a74081951_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_167119b1-cb35-33c1-aa0a-28ceca2d9abc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_16c36333-e899-34bd-8603-dfb16ae1c89f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_16e77551-66a0-39c8-a643-89d7ec46325e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_171d49b2-8a24-326c-b225-58ae1e7fca9c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_17334530-7491-3840-956a-4a6405fd5c09_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_173daed6-e971-3335-a0b9-3e978b6cde70_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_174c551a-669b-35f6-9842-a5213d8887f9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_174eee55-c758-3460-a1a9-cd75b3c13e72_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_17510628-8ca3-3ce9-a2ad-eae18fe6f3e2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_175b4761-2991-37d4-ab6e-ea23242a61cc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1781f405-ba37-3ae9-a860-0974e6fa4d7f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_17b7f7a2-b455-3b87-818a-d7db0832ee2e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_17c059c6-c4a8-3fd1-82e9-856441bed62b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_17d061b4-c3e1-3b82-87c8-50dabaea5371_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_17d6e548-3dd6-3489-911d-83e0c27a6c25_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_180ff858-6a79-3a03-8f1d-44ad6af29c2d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_180ff858-6a79-3a03-8f1d-44ad6af29c2d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_182336dd-354e-35c1-a119-9007f19f380e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_18293a54-f5d9-3da2-86fb-e47c93a62538_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_18391bb0-60ad-3e0c-916f-e1ec766f7d85_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_183cc0fb-6d02-38fb-afb6-44685cbfde02_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_184bab09-6b03-3823-b54e-2607e06ef32f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_18717bfa-39d6-3757-9819-2d5bcdac610c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_187ae2f3-21d9-3f53-aa49-021994448d6a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1891885d-a03e-3c1c-80fe-29a789f4d1e1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_189c4b33-12d4-3513-ad0e-b6db904afb2b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_18a8db3c-2ba0-3116-8e9d-a281c8d275b8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_18a8db3c-2ba0-3116-8e9d-a281c8d275b8_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_18ac3e8c-e257-3b0e-b819-e873a20b4b17_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_18d3f10e-784d-3cba-9393-e352548cd07a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_18fe9e40-d37b-312d-82bf-abb03386efc4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1901106d-c129-30e8-93ae-095e81d4b8d6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1901afc9-ca1a-3a1f-b3cd-71c856c68280_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_19317727-a5a3-3f37-840c-04a36a863021_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_194d8777-94b8-3501-a78d-7ca94e01eef2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_194e4ef4-81ff-38c1-a6fd-89435f844e1d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1954155e-e41b-3376-aa7a-a6c6f4effef0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_196bf6b1-1bc6-3593-a019-66b1fd514117_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_19b4764c-9de6-3500-b40d-80935f948f70_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_19bc0e74-b586-3662-97c2-d63a716e8695_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_19d45d96-75d9-34a6-a69b-449c7b637d20_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1a2526eb-68d6-3296-b3c0-cdda07eb95ab_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1a470298-ffc2-344c-bfbf-bec0fa118e99_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1a470298-ffc2-344c-bfbf-bec0fa118e99_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1a4f021b-645a-359b-a1a5-f3c1cd063f2a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1a53f7cf-cf57-3fb1-a205-1937da91db30_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1a592c6d-7878-3b2a-9efd-73babb85acb8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1a6c90b9-f1ba-3c17-a2d6-0605580dab41_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1a74721d-8743-3aad-aabf-bf48be00621a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1aaf0333-00c0-304e-8e1b-18b82d7a752f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1abb6cfe-4c69-3893-abc3-0d6b584d7b7f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ad37b71-8dfb-3c5d-a176-7eef6a9cf80f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1adf576c-94e9-3c0c-a486-5414b01265ee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ae63eb3-182d-3dd6-ae03-ff46a285a573_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1af9cc8b-de18-3e15-a6de-af1d127dc487_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1afb1793-5f4f-312e-9f1d-2a1cc11a3261_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1b22c888-2206-3214-9592-4e628d0d239b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1b29b20f-e99c-389f-8dda-0df90b1d8738_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1b406d16-fb13-3d09-900d-d07d38240ff4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1b5a28d1-ff61-32d5-ac8a-bbd7bfc4c7ed_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1b982202-1e81-3638-8a6d-7f40c195fa7c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1bbd7d15-e6b9-3ff0-a24a-12735cadf9e3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1bc7394f-96e0-3880-afe3-3e84df7bc670_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1be9cbda-ca39-3666-8c4f-efa456485de6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1bf4b261-8b27-3d0e-9f57-d8eb4b1e6661_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c11ef36-033b-35b3-910c-d698a3e1e2b5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c14716e-c7ad-3b19-ad57-e5d7d4091657_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c1f04d9-d87a-3a74-8899-09603832d435_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c295e0e-dfba-3a7e-9562-b68f42462a8a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c31b678-62e7-3404-8d65-3cc522c5b506_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c3ef9ad-3c2a-32d4-ac43-c1cc03eac47d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c40c6bd-a820-3b87-903c-3cdc43d588bf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c41a886-f9a1-30b8-a628-e6ff9443991f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c433b2d-45da-3c97-b7fd-9509b6b4c8a2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c4483c4-a598-3d70-8cd0-12cab3339bfa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c493a2c-23a9-34f3-86f9-dfb7df6b5e2a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c5974f2-0dc5-3b2f-917d-13d93840541d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c67a011-2a68-3e5f-82e8-5f629f6c27a9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c7a8324-895d-3260-a35b-0793c29bfe20_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c7c65ff-6a59-34b1-9ffe-9e15f1b132d8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c830619-8b41-3c1a-bce2-a057d5de0911_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1c8bd981-81fa-398d-a202-283697f55820_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1cbbf5f9-9739-3217-8144-dc8fb0d12672_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1cc42517-4fd6-378a-9684-d70e9bae6d15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1cda35c2-bb3b-3f95-852a-a4bfcc38cbc7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d07b917-5ca7-3df8-ae0c-44b4a06573a9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d0d4aa4-a126-3865-b98b-f35050475b8d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d241b3f-253f-3dae-bae2-e808ccc4e1bf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d2c69a6-7628-38db-907b-d48c34e0a51d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d35ef93-2e7c-3ac9-bbae-f6629f5fc3de_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d3ffbdf-a19f-342b-b93e-cb5ca43752eb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d4275d6-1580-3c70-a2f5-23f862853902_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d441ee1-4ac8-3e55-a034-ba5396af9cb6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d50fce0-545d-36a5-bd7c-8ee0b409327a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d59f1d0-e0b0-334f-87e0-24dc6e601298_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d68ac74-e311-3946-829e-d105ec2d3d41_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d703511-4998-338d-9e1a-2ad6fbbdc1ef_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d775117-0a85-3ba0-b954-bcce648c882a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1d7dd108-a0d9-32dd-a6d3-1f1f33ef2e1d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1dbeeead-5469-3f3c-9558-6991f770e4dc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ddc2c51-6022-3f52-abad-5b48449a7808_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ddf9b14-6a7f-3840-9e40-ab8dcfc5ffba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e045678-7e15-345f-bdb9-882e83eac27e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e181a83-9dcc-3549-ac6a-0bb5cba96a94_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e2231da-4665-334b-8c41-84b0ae32aa97_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e281fdf-4b2c-3345-a3e5-7be030ddd4e2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e30e57b-8c1f-36f1-9668-7fe29fdbe510_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e333a11-9f21-3d7d-b28f-f5f0afc5b4ad_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e3e32b4-a956-3f7b-8dd6-cacc9a96bc40_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e41f029-a04f-3b21-962b-9289f75e0c88_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e4a0bcd-bc91-3ecf-b912-a81f2d0e4fbd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e4ad123-fadb-3c7b-ad5b-f3dbe9c70342_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e4babe2-9726-32b3-8961-494bd5ccfeeb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e6bd96f-ae01-3628-8cd9-d682941efe9c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e8d0455-d2b6-314f-9a97-d05c33d8fd7a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e921cec-3965-3772-b23c-7e493e69e070_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1e987322-68d7-3146-9fbe-be6baa6ea223_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1eaa8596-445f-3578-b248-4e322dfc72d7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1eb559dc-cc8b-325d-9948-363592a6a6d6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ec339e3-a7b3-30fb-a45b-0c0128889128_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ec69beb-a390-3159-98c3-f713537ec7a4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ece9e7a-f964-364e-9821-a73ccdf8a387_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ed4896d-e25a-356c-8497-519ab56a51ee_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ee0e86a-f559-3bcc-9b59-d278bb334574_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1ef2bfd2-ef8a-350d-b1fe-b783f6a4537b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1efe02ce-6022-3f55-a203-07fd3978b010_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f05dfc9-029f-3b82-9e06-212eb8918240_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f129e1e-16d8-3f5a-ba31-6b7e225bb6fc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f18a16d-5af9-3796-8eeb-9f0b957995e9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f25d6b2-0c3f-358b-9c94-5ea639cad54e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f291033-eebd-3415-9fd8-e3858233e034_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f34fe82-4eca-3b8c-9b6a-a1414fd39c3b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f4a75dc-8783-3575-8a09-155ee798c02d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f4a75dc-8783-3575-8a09-155ee798c02d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f4be4f3-82b1-3909-9e43-63ab5f0966bb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1f8b3cea-41f9-3366-91c0-5a6746ae1882_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1fa2126d-4f98-329e-802a-2dc66d078872_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1fb41019-c3a5-33c1-935b-e09ae97e65cd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1fe21edb-44f8-384a-b3a6-499b95d21a59_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_1fe28991-dc0a-3fd5-bcbe-a70e9e11a66e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2011711d-fb93-39b7-aaca-052c7271e704_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_202976bf-5006-3785-9fa5-5a99c1b680f8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_204d4d59-c525-3f3d-a6f7-ef3e844dc687_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_206f205c-81e9-309b-9a31-f44ef203cac3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_20751702-18d4-320b-8538-388f93f1b580_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2077cb75-091c-3ed8-8856-7e1208aacc70_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_20e0def7-4251-3228-8521-0ff787f3ad2e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_21080bf7-d8dd-3fc9-88ad-cfdda95505bf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_214e39e6-7bc1-3a06-9c6c-c2ccfe72b4fd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_21569aa3-b88c-3418-9adb-ae1faf2e690b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_215e0662-8a15-3216-9d4e-b0f86b30c0a8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_217ef466-6aa0-3761-bddf-8ca69f6f36ca_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_217f06d2-cffa-3023-80a4-9ea72f40fc36_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_21c27c9b-a918-3b67-809d-b465d5bc493f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_21e33725-49a3-3d8a-b818-87f65d05de98_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_21e8a4f9-1c8d-3091-87b6-56891adc7300_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_21efa617-5715-3fbe-96e5-36934be1a427_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_21fd9821-4e86-3164-be34-78e5008073b7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_222718c2-1ccf-35c4-80f6-8b9ee42e7026_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_222b126c-4a75-3573-a190-9ec976d96d93_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2236733c-4c0c-36cd-b71b-639dd62dfb5a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2252e25b-7c69-39d7-a2a7-693a5ae59448_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_225adca1-ebd9-3055-aeb4-a8965f5222f5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2278359e-affd-3a80-a8c6-da30dbb81ace_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_229dc75f-8b1c-325b-a913-b655dff9b1f9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_229dc75f-8b1c-325b-a913-b655dff9b1f9_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_229eb614-864b-3bb6-8213-8d329892231e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_22d48a94-6c37-3350-af49-e91a9dd252ad_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_22d8154f-fe63-3b8f-a376-71fdaed3ae73_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_22e04364-25f1-3228-92c8-0492ee86d687_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_230789af-5d29-3aeb-ae57-e88c730439d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_23135591-9d56-307e-9253-10f9e461f90c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_231d6e81-737a-383a-953c-0532bdec8955_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2320ee89-da08-339f-9871-cb6e6f54f2ab_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2323ec2b-c3ed-3869-82f2-32a866adf6ba_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_232cd6d3-4c09-39a1-a12e-0eb4f2a1d34b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_237736a2-a2cf-3dd3-b0ae-2bae645e4d46_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_238e6c34-b97b-3570-b30b-bde061984de8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2391e31a-2729-37e9-ab88-b7d13856ae5e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_23aa39a1-fd85-3901-9f18-d3da38792cee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_23b0575d-f0c1-340b-aebd-709bd14fbea5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_23caac59-f98f-3dfa-bf66-b100fe109b73_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_23f1f0d6-e119-3ead-bcde-870fb7e80edc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_240dec97-57fe-3ee0-aa1c-cee1826b82dc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_24257db0-364b-3265-a4a1-4ec357d32b0b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2428cd04-5b08-3565-913d-fa62013e779c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_243e6ef8-9a1d-3399-9b40-72ac1754c2c9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_24631675-0334-3af8-9db7-c0e8410bbb97_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_246558c6-4d1d-33d1-8a78-61aa374378cd_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_24c831e5-898c-37cb-947a-b5670ce5b51f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_24d89fdb-e78e-343c-867b-f91f1eeefa21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_24effcf5-d37b-3729-b91f-f5ac5160df8f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_24effcf5-d37b-3729-b91f-f5ac5160df8f_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_24effcf5-d37b-3729-b91f-f5ac5160df8f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_25012594-eab6-3da0-8740-9659088f6988_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2506ef38-99a7-37c2-9fa5-faad3bf35f37_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_25223d87-0fa0-3439-b33d-08bdf30161f7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_254382c9-231d-3c1e-b41c-7ea1d82d9b54_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2546e8dd-e691-395d-a345-0706246217a1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_25566023-02d2-3119-8f8c-d135d82a61c8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2558c160-b5d0-3209-90c5-cb786c5746a6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_256302e4-58b3-37ed-835d-f4cbed400e6f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2568d1b5-03cd-3c27-9528-636b2385fbe0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_257dd55c-64ad-359c-afd0-b7e519b4caf8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_258bc33a-232e-379a-9ffc-71fd2ba954ea_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_258da623-2ad9-3da3-9724-af3845abcd4b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2591a593-f268-3f4e-b68d-39a3e81b36a7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_25b442bd-638a-3315-993f-b2c9158c67ce_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_25db1026-7b39-34eb-8444-8d6f99c611ee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_25db58da-a4d4-3c7a-a692-cbad0278e0d0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_264dc3f8-3355-332f-ad6d-1b78f1c26191_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26573169-38ea-38fc-bcb8-83a0893f4937_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_266a9e89-7a8b-3003-9c81-d7cbe12a2f7d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2672ea18-0415-3d29-8e55-1b8b2f30153c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_267ea823-ddbf-30f8-9fdd-3a6b2f4e6652_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2684e8f1-7870-3a8b-9cdf-34c960f9023c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26886b85-2f25-38a2-b105-bb33c7c7cc37_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26b8f313-87b4-3483-9da0-105b7e21fd2c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26ca2d8f-e148-3cdd-8d3b-654b29d02e19_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26cc23ce-adb0-3213-ad4d-30f20b3d1b2d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26cea470-0cb7-3617-99f7-3f2cd63abdf7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26cf56eb-58fc-369f-aa6c-3a0db28fc87b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26df51b5-669d-368d-a156-337bebb4a98b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_26e4bacd-b975-3c28-8792-d90847dce390_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_270f908a-0e00-34b9-97c8-1a508af2aad3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_273adfe4-8dcb-3d3e-aac2-0ffacbc7e08f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2769be44-2d67-3a55-8d77-29f8dbb010c4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_276a9ce0-d04d-3329-b92b-2c4c86c19203_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2770c9ae-d60f-3fb8-909f-d5500f0b4da4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2775b73b-76c9-3793-b996-b40547878b24_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2780c4cc-ad29-352b-b42f-15823b810448_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_27853267-f54e-3901-acb1-72dba5b09f27_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_27874df3-1f0a-3b16-8a67-09d24c2fbd01_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_27b82807-d7fc-3938-bdf4-6a21642f82fd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_27ba93b2-68bc-360a-9fbe-22558bbbd967_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_27de1547-a1f4-3141-8a5e-a55a92bebfd3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_280081bb-bf72-3969-b53b-9a571b812c6b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_280908d4-27bc-3169-867f-175645acfefe_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_280fa6bf-67bb-34be-a452-03848e750370_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28198a79-b480-3df6-a1db-f033418acbe4_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_281e9eb4-c7c0-300c-a874-79365b218401_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_281e9eb4-c7c0-300c-a874-79365b218401_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28292b1f-6b43-357b-b640-338c0a888fdc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_282e440f-80ac-3da9-9d62-a78671ae98ca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28452011-a3d0-3b7f-bdd2-5300fb0cf92f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2875cf40-85e1-35a9-8877-20376b9ca125_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_288f49e0-dc79-3cf3-966c-c63a59df2f6e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2890bfcd-08bd-372c-8af5-77599896cdf0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28a0ead3-3943-380d-a9f1-db42a664cee2_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28ba2815-f010-3572-8f42-d460ec1c241e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28d69d33-3ec0-3b38-9e2a-dd48abece2eb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28de312d-1964-3c3f-8f3a-b40417edc13e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28f9fcbb-2fa7-30ad-83c9-3da5123fdb8c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_28fb05b7-1046-33a5-904e-dd35b8c01e27_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2925ef3b-ebcf-3ef4-b5a1-ca62f2e038ce_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2935511c-98a3-3fce-9671-38a4b22ee3d3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2938700c-0af1-3e93-b9ea-bbf976868367_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29786937-805c-376e-98c7-9897c92288a0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2985c893-f1b4-3dc7-a73e-0687d94df9b7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2985c893-f1b4-3dc7-a73e-0687d94df9b7_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2985dba0-f78e-3ace-91ef-dad86cd1cf66_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29950471-b926-3250-b677-fae3c24bab17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29964208-51a0-3aae-9c22-65ba3b89bd94_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29cb027c-cc38-37c9-8b3f-adb2ded078c5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29d75ea3-6d7a-3a1e-9337-a15179387e1d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29e9cff9-22da-3136-a467-74e916c26248_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29f8ed1b-57c5-3f6d-8748-e0fdbc28c8d3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29ff3378-cda4-3f77-9794-d8d3da3b2087_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_29ff3378-cda4-3f77-9794-d8d3da3b2087_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a04c8d7-03eb-3e8e-a404-2061ecdb1b47_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a0655f5-9307-3a2e-8361-49cce7e5c602_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a331852-3903-37eb-bfb4-399cc52bce2e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a3d25dd-b19f-3a4a-a11e-1e01e370f01c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a4f0803-f302-3ade-bf69-1e7dce9d25dd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a4f8dac-16b8-3692-a0cb-71211ca02b86_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a5a6db3-b0a3-3fda-a7b7-5868e90551cf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a676c53-ecfa-3c5a-8277-67053186db6f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a757455-024b-311d-b82f-7a0146a1e71e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a7cd22e-8e84-3473-be58-443c030f125f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a7cd22e-8e84-3473-be58-443c030f125f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a7e9bb8-b62d-357b-9667-2ce2306f5b69_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2a9fe918-7029-3093-9f7f-55b252e1ab5a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2aa322d2-7954-3b78-9b67-17a477c5e169_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2aaf293d-5629-3c41-957e-6153d21e79fa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ad9cc81-0f4f-36d6-b0e5-e2d531f501da_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ae1120d-c118-37f3-a8cb-cad4f7ff4505_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b06491a-4a16-3348-b797-bd54c808285a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b32bf32-7e54-3004-8a3d-11a117bc43be_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b370e2a-f14c-3e5e-8d19-daeeef1d6933_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b568ed6-94a8-37f5-bc78-a6eae27c2571_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b5e8e9d-b8c6-30bc-b716-799af660b430_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b697884-e838-32d1-ba01-b6dbf104163b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b718d6f-9473-3e37-afd6-335dabbf9dbd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b71b341-0ffb-3730-b310-191ccfbe6af6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b71c4d2-03b6-30d4-9883-4c19dc103878_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b7ab1b9-f2f4-312c-862e-06c6a917d858_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b7ab1b9-f2f4-312c-862e-06c6a917d858_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2b8384e0-8bee-3a5c-941e-3984edea47e6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ba23325-71bd-3267-b143-f2a99f1b5730_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2bf8f66f-31c0-3060-aa21-76f664dee36b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2bfd232f-2ba3-36a9-b45b-7de70fc48a9a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c028ac7-d5da-3a02-b78a-debfd5386981_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c189718-1e8b-3e38-9855-07961468fa1e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c2430cb-c886-35cf-80c8-09b74f729fd0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c249d1b-5006-3d86-b686-9deaca3a599d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c3f761f-1820-3a9c-b675-355d4f4bb621_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c4a48c1-c778-3114-9c77-a658c0f4e3d9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c517933-997c-3d13-8baa-685b2b058cef_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c6114a9-9bd9-32d2-92e8-fded47dd41a6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c8cf84c-5c1b-37db-afb1-c931922cec36_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c93daa9-07c9-3386-9dbb-c7aad4bafc29_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2c9bc6b9-c805-3cda-a37f-a95cffab01eb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ca8d9c6-cf29-3c8e-82dc-ab5c9b9609b0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ca8d9c6-cf29-3c8e-82dc-ab5c9b9609b0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cb4f514-d679-312e-a8ce-2dd57fef12c2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cb55543-436c-36f1-a025-4ac0efe6798e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cb55543-436c-36f1-a025-4ac0efe6798e_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cb55543-436c-36f1-a025-4ac0efe6798e_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cb55543-436c-36f1-a025-4ac0efe6798e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cbcab1f-3e6c-3507-87d0-6197067c015b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cbfeb09-acbf-3c06-9ea7-f975924a9d1b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cca7150-ada2-38d8-9d45-17f7d434525d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cecc8e3-2fd4-3a60-b044-f31d8fe31865_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2cfe12c3-dfd7-364f-ab98-7b2f77a7a32b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d26bfa3-15a6-304c-a706-220c8d21c3ef_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d292457-c569-3516-baf7-be2b33a543de_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d2e1691-67b7-39c7-8191-f7b14232f931_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d4b2433-aaf0-392f-b3cf-d7c8a72a5c40_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d4b6fc3-e743-3345-b1fa-8a5a37a5e578_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d4fd1c8-1fa8-3b2b-ab6b-77eacf613659_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d57faad-1bdd-3759-a099-8da26b34fae9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d60b955-9050-37ea-91a7-119277dd286c_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d754080-e2c9-35a0-9299-6545259b22ef_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2d9c4de2-e968-383c-bc4e-85c3d905d362_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2db3cc79-1863-3c17-b074-c2cba9241f7e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ddfbc0e-0cf8-304d-91eb-ceb410416aa9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2e1a788d-f710-3493-9fb0-cded4d9bcdf0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2e2926c8-a320-3581-802a-d1f044b85f82_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2e2f7e52-a3ac-3ab5-ae8c-9b90b963b9e3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2e2f7e52-a3ac-3ab5-ae8c-9b90b963b9e3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2e3634b0-312b-39f0-b2e3-ebde0bede274_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2e70a23f-d5a9-3cf5-ad5f-d97d1201c554_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2e8811d0-ec9f-3923-b158-3b4535512523_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ec090dd-7904-33b7-8b5f-4a8cb96cfc83_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ed04724-f2f1-3659-b7c6-b535aeb34920_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ed4ddc5-54ff-30ea-a05d-f463d267f604_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ed5b057-a687-31d4-b617-a2c7e62fd377_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2eefaf2f-4a4c-3803-b5b4-4e38afe6805d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2ef5a100-8c63-33b3-b47f-372c40959115_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2f103ccf-0e06-30ba-b357-5821f626a2f0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2f1f180f-747e-3453-82b9-26d82bf727e2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2f4413a1-389a-3eee-a803-978e09f66663_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2f5c7925-4c50-3f54-a79c-1df9ff98eb0d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2f7a7495-5f4e-3dd8-ae33-de2f9164f1ba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2f7a7495-5f4e-3dd8-ae33-de2f9164f1ba_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2f92b2e8-d576-30af-bd5f-ec5330d0c002_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2fa3ec74-376d-3495-8a30-5d1ff039bc23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2fa599e6-8282-3522-aa7f-35ec436fb07d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2fc486a1-35ad-34b5-98b4-a04936326df7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2fcd375e-431d-39f2-9d38-d7fc2949d868_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2fd23510-7e89-31f5-81ca-f0e5c469dbd2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2feda760-d664-3891-abd5-46f9af7a8275_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_2fee1c91-3bae-3ce4-8891-ba843ee494ae_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3018fc35-6b13-324e-bb55-fc3f17a5a4d3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_301c8156-52df-372e-b286-376a910f5187_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_30533858-d0e5-3a94-aabd-bf4ce17aa157_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_305e0898-a091-3419-86fa-5710caa50a07_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_306a7aa5-26c3-3cd6-990c-7430cc540e29_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_30adb4f2-1fd9-370e-98ef-35c31722cc0c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_30b11efb-c7da-3017-893f-e7a650447a5f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_30b2fac7-a741-35ff-8fdd-847b351f66ef_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_30d3855b-1bf8-30a8-b005-18c85d1055e7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_30f01dff-bb98-3e9f-88d6-e8658ce010f0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_31117c36-82a6-3249-905a-beb40cfbb52b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_31117c36-82a6-3249-905a-beb40cfbb52b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3114d351-8e9b-3b6c-9b92-f405859fcb63_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3125999b-acbc-328f-bc49-29ee1dafba3d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3131c2e6-a93f-3bff-a89c-a36f10b2275a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_315b4ac0-1345-3a63-9272-cf92611a57f9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_317e5245-3359-307c-90b5-d7257f23565c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_318d119d-023f-3cf1-ac88-f34b59ee7a93_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_31941ceb-1229-3e4e-a294-b00b1021dded_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3198d50c-2e07-3973-95aa-b755843247f0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_31a79040-9690-3bd2-89e5-36d3534be0f7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_31a9faad-90a6-3ca9-886c-144bd299fe14_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_31ea1bd8-08ce-3bcf-9f63-cf6a4dadefdb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_31f199d8-9a5f-3d70-8ba0-5c1393e0241e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_31fb18a1-f031-3b6c-8036-658f7674745e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32095874-6eae-3b3c-87a2-65342d44744a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32095874-6eae-3b3c-87a2-65342d44744a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3215d5b8-9320-343a-8dd0-c2efd0edabc7_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_321a1077-98a9-35d0-b8a8-969700e589cb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_321fa8e5-4db9-3672-9d7b-8fa57199edeb_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_323d39ad-7f40-34e5-ab1d-ae1dc986803d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32437da4-3063-3156-977f-f29bbfa7ac17_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_328d7370-4073-3dd8-a5e7-3f18d91d83ba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_328e6c5e-e222-36ed-826e-1ba555831d7f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32946e0d-d0af-36f4-88ab-ebf4eb7eabaf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32946e0d-d0af-36f4-88ab-ebf4eb7eabaf_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32947fbe-92d6-368b-be4b-9ab7e7999fd3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_329fd74c-61cd-3172-ae8b-45104aba1513_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32cc4e45-ea00-381e-aedf-f16b0db7b3d8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32de0fa1-9284-38fc-9244-b1fa47fa9f4d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32e36fa9-d38e-3166-a662-c8f959dca3de_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32f2221f-c172-35b9-8eeb-404ac35fc07f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_32fe86fa-038c-3328-a5b1-bb5131c0a77b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_330532cf-efc8-34e3-8644-025b317ed5a1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3312fe22-221f-3298-b736-7fd690f6578e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3312fe22-221f-3298-b736-7fd690f6578e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3324f9e5-cdc6-3034-9cdf-12c37856c9d0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_332e06e3-8526-3271-ad6c-6fd818ef9e23_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_33478a4e-efcb-317e-ad75-408e4c76f92f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3356f060-fea9-352e-9a1a-67a04769b88b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_33607e47-8b27-31f6-acb6-f89f70e88f66_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_336b0df5-6f7a-383a-8040-0127e3bb0b33_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_336e8db6-928f-374b-b9b5-ec49656f1e28_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_33c9dea2-faa6-30fd-93c2-01892879f8ec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_33d73661-e75a-3fff-85b8-e2265907f15e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_33d7cebe-ca15-3598-837c-b62e092d4082_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_33f9b36f-cdac-31d0-9409-ce0bb31b5987_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3404107a-7946-38d4-adb5-77dc5cc0a538_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3420ed31-b4b6-3aaa-aa44-15a63510d7ca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34488b1c-4b28-32cf-a492-6153b69ea689_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3449002c-d921-310a-ba77-1bba618d8881_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34514677-ff00-3a9e-83df-166cb7c208f9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_345b24bf-3d37-37a2-97b6-4a7aacfbfa87_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_345b24bf-3d37-37a2-97b6-4a7aacfbfa87_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_345cb44e-74ba-3cd5-a915-c0d854466ed2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3487e7cf-f32e-3106-bdce-914082a6cbf0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_349319b4-7207-3934-aee8-dca0b67f7f6f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34b1a414-776a-3934-8f2e-acc3771dbd05_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34ba9467-e4c3-3771-b988-25a256fa9161_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34d8067e-180e-3aa3-9b28-5347d9cfaef6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34d8067e-180e-3aa3-9b28-5347d9cfaef6_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34e1179f-e200-38a7-a8ee-fc8bf88c6f6e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34ebd0d5-c394-3352-8fe8-76d18950145b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_34f0fbe4-7584-3b31-92a5-19352e428e90_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3509dd47-380f-37b2-a462-e9ec2db4736b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_350bc7a8-5c6c-3300-8cbc-584b3df99412_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_351627cc-27f7-36f8-b047-b058bfd83eb3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3525aa98-93c5-3bcc-8740-9ac072998a98_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_352a7997-4bdb-3d82-baaa-d6ef233eca5d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_352c296a-9ff2-368b-aef7-687354c288c7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_353a56cb-7d6a-32e6-bcd6-2ad566358b8c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_35436671-69ca-3450-affa-8953b0367fd7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_355b09c5-d81c-3d75-af76-0d68cb75cfc2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3594c0af-e186-33a5-8dff-fc9fe525057e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_35975a89-de6e-32d1-a753-b80803af29e4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_35a314c9-342d-3b17-960a-7fff7b0933be_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_35a314c9-342d-3b17-960a-7fff7b0933be_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_35e8e7fc-6907-3c55-9c12-2e8f610cd7f9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_35eb3931-f727-35a6-b178-0f4c7565754b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3623ab8b-8f6f-3e8b-a624-5020744657cd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_36433bdc-128a-3ec7-a0d7-ea75092c0af4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_36433bdc-128a-3ec7-a0d7-ea75092c0af4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3657ee43-80b2-3388-b447-6f8e5a4ad5eb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3660e1af-bf9f-3cc6-98ff-57d8f00c83ca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_36635058-a351-377e-985a-0893c059f5a3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3664b95f-6114-30c8-91e8-b77ac9cfceaa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_36f62f5d-3a68-32c5-ba8c-fb62d5ca26bc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_37158481-1fe6-3889-bfa0-373a5187a101_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_371b091a-f735-3e97-872d-612bba7a5dae_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_373a9990-c76a-3cbb-a302-51e07d597e26_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_378d3f08-a22d-39e9-a007-89bd20a8a866_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_37ae1122-0351-3ad3-b33c-5f86f718a265_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_37c41f73-e5f0-3de7-a27d-c48d3e5fc14a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_37e31966-e416-33a5-a881-71c52bba39b8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_37f27990-4f3d-3ac9-8891-54d4ae2cc188_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3808c112-df44-35de-af4c-1f9261201d01_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3827401e-9bdb-3adf-a9d3-050294605ac7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_382aad24-3e11-3180-bfd7-933c3f35bf37_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_383d1d2d-4414-3c37-bde6-1032ebd472b5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3858058b-0e92-3459-ad0c-03d0de5416c6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_387ef956-e518-3f56-a7bc-38932db600b8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_389116b8-b500-3813-8403-6ea87caf2307_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_389116b8-b500-3813-8403-6ea87caf2307_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38a1953e-1d41-38f8-9328-abdeba91d561_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38b897c6-4a1a-3eed-bb4c-3a2aee747535_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38c0ab5f-ccd6-3e71-b041-bcd79e543831_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38c3a60b-4d0c-3760-96cb-dc26d3689aed_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38c4b691-f45e-3f90-85a2-0f510879ad59_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38d803ad-7e83-3cab-b534-b1bda74970f9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38e47249-19de-3831-b424-93c81f417fc7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38ec38f4-e87e-3bf1-856a-7cc184968fee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38ec65c7-0649-38c4-9ad8-2f6ae63f0650_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_38f22d72-731a-3fbe-a419-ff8d9b439535_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_390270cd-aa44-3abd-a83b-285da7ff52b4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_390457f1-755f-3dda-9bf9-c35c61b93f0c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_39054ea0-865b-33b2-b388-aaf0c9e008cf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3910724a-af23-3973-996b-99b0aa16a855_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3910724a-af23-3973-996b-99b0aa16a855_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_39130b81-38eb-335c-8ec0-a00d5620900f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_393971d7-0a91-320c-bf92-a04c34657e81_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_397dc851-d34b-32c7-b71f-5b62f1e84e44_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_398d4bb9-d718-3575-9a7e-6305e45120a1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_39a278cf-b01b-34ab-981b-96a6f021bedd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_39b66c7c-7712-3f91-9355-8268d4317626_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_39bd8f34-42ca-3b08-80e5-9acaf3b8e72c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3a207c7a-2ee3-3ee5-915e-c8a62e197a83_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3a2db182-76c9-3e78-8533-29e157ea661f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3aae72f4-50ca-3014-b7ea-faf1d035d55b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ac7747a-1f90-377e-8e74-83f8a7ae51a9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ac7fd6a-aaaf-3286-b8e7-eeb8f1f6978f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ad2071a-db44-329d-b265-d5bf0927c30f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ad9a7c8-667e-3d8e-82df-eef411889644_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3af09c06-9163-33c2-ad3a-6b0133b33d9f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b250a2d-63a6-3750-b04b-1234e2211247_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b2ee9b9-e920-3de6-8ea7-20c33879aa10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b36854f-54eb-366c-874f-aa11b5494d0f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b47be04-6730-3597-b004-58c4ba4efe1c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b4a5b10-269a-3135-b964-ae857a1c6f92_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b5725c5-0025-3e7f-813b-c846a8902955_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b5725c5-0025-3e7f-813b-c846a8902955_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b61b90e-2d31-3590-bb6d-452a3f3c8536_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b61c98c-6ab9-36bf-a1fb-cfa55cd192e6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b729adf-7a32-3654-b796-8570f42f5297_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3b887c88-d160-3d9e-863f-745d6243b209_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ba7c3e8-776c-3f16-bd48-a668dcccc260_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c2885e2-c73b-3e75-961b-bf31f5262fe0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c2c78f5-2375-3f62-907f-ad58e23151f5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c4bae9c-e3b5-3dbe-bb1f-337c9d9da45d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c50c0f2-af83-398e-b8fe-f1550b3046bd_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c6b282b-ad9c-3eac-9e8d-d20e5db90314_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c721af8-6fc8-3604-8033-bc5abf29599e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c721af8-6fc8-3604-8033-bc5abf29599e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c990344-2d7c-3ae6-86c9-cf22d898065d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3c9e6b2c-96fa-3110-93b6-daa0f55f3c77_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3cb5ecd4-180e-32a6-806b-6b76cd4d0ddb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3cbce3d8-fa0a-30a8-84ec-c8f2ed944bd0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ce6fac4-dad9-3714-8309-3ff322e0d0f4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ced6a20-c238-30f2-8ec9-12615f0cad38_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3cf8d61c-5294-3a03-8348-880825356b75_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d0186e8-119d-3bcb-8439-acfe355e1ad8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d30c836-6147-30b6-bb72-9ba30e4fcfa8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d3792be-ccf6-3d87-9385-0f83da5bbdc0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d52fc17-2876-3abe-a336-397ba7d62b06_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d7e25bd-123f-3bb4-a84d-41ec96bda6bf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d8093c2-13ad-3ec7-b1d3-a672a309ac07_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d85c664-8140-3fcb-93fd-fb69754228a3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d8e9e5f-db80-359b-ae27-1af2644f4662_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d8e9e5f-db80-359b-ae27-1af2644f4662_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3d92af34-e512-3780-b343-4db1151fff45_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3da93dfb-91c4-3937-af30-8af352271ec0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dbf5e3c-d25b-331d-971c-4a8832f15f91_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dc298b4-10c6-35e0-8afd-dc1cc6b60bfa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dc76583-5dbf-394c-af40-2dd3564ec723_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dcd8085-4e84-357e-8e61-ac7d6f70c2c0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_19_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_29_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_33_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_37_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3dfeaa01-75f1-3c42-8bc4-a36fcf8f5857_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e179e39-ac76-3c06-9f08-52d4505da70a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e23c63e-2a23-3514-8c89-c02351c4edbd_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e299dca-fba8-3c14-ab7b-cb3516e940f7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e41b748-7edb-30c6-9e36-b0ad37939c12_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e56bdca-0024-3346-9c24-57d9e7be72bc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e70469d-2721-3d5c-87f4-96cc1c098efe_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e800454-72fd-3faa-9de0-438a50ae725a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e820468-bce7-3940-b17c-c3b1ebb08739_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3e8fc883-20da-3bd3-88a6-c530c166f730_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ea894cc-b966-33b9-b823-68d9ba3ae113_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ec75595-cf0b-3622-98b6-22737b8b4146_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_12_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_18_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ecd8533-c44f-3b4f-b595-5442e7d57ac8_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ee79ad5-e72f-3bb1-a849-60070a586a2a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f13ad8c-23bf-3b42-afcb-9d074f558964_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f1542de-47b1-31e0-813b-ba9c1c518ee7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f3b1e64-3ea0-3fdc-9581-f1ab2c12e8e8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f43463a-55b6-39ac-8862-b825d7877e51_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f43463a-55b6-39ac-8862-b825d7877e51_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f43463a-55b6-39ac-8862-b825d7877e51_19_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f43463a-55b6-39ac-8862-b825d7877e51_27_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f43463a-55b6-39ac-8862-b825d7877e51_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f43463a-55b6-39ac-8862-b825d7877e51_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f549ad6-6269-3849-813e-5f098ea8e3d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f6e8a99-0740-3775-a23d-7dfbbf48ae83_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f7a5e71-6d76-3197-9fda-8577beaf044a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f8b597f-c927-30e9-9317-d624cba85203_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f8f764f-cab7-341e-ae89-0432e575d468_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3f9b7640-ae51-333f-bed0-2a731d40f829_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3fcd5857-2e74-3fc9-9765-5fd90b5da3c9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3fd5bd66-d81e-3684-bc44-a4b2e607a4e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3fe853d8-b368-3872-9600-76db4548222f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_3ff4ba59-d0fd-3a79-9230-e8a43d70363b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40097f9b-4f92-3cf3-9dc2-0145d8eec652_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_400cfefd-a23c-3e22-93f2-9488427310e6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_403bc972-030a-3703-ade0-d4cc5ae7e320_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40549c2f-5f54-3610-9018-0658e5033e59_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_405f4fb3-261b-31e3-84a3-4f6ad9f4337c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_405f4fb3-261b-31e3-84a3-4f6ad9f4337c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_406a94b8-f4fb-3a34-b289-5707ed134a53_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_406a94b8-f4fb-3a34-b289-5707ed134a53_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40803f94-9779-3f0e-8c32-ec6cf8a535a1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_409cdc4d-79a1-36a7-b9cc-8c8d211873fb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40ad2f00-b89b-30d1-a1da-d8da0ee6dc26_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40c89d10-8308-350a-abdb-fd1b538bd225_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40d684aa-f776-342a-94c3-550ac0cf3fb6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40e9d62f-9f8d-3cc5-a9e6-40ae8d3056e4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40fb9adb-9c71-343e-82f3-93be690735ff_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_40fb9adb-9c71-343e-82f3-93be690735ff_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4103472b-dc0c-3419-a715-59d01747269c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_411b7853-ee87-376a-8666-6687e30016e3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4139fdbf-9f0b-35a9-b498-b2e70b6553fd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_41451e99-bab0-3de7-a176-60c993abe202_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_41578058-a0e4-3eb9-9c44-c45f9fd30d2c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_41895bbe-72a5-3f6d-9f69-a6910760779b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_41bc87e5-0cc3-336e-91f1-ee198900be0f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_41d19a27-1c15-3372-a35a-e8621ba64bbe_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_42128d0d-79a6-37fd-988e-1f03953d3933_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4220345b-9b0c-3e8a-b12e-5ce6ab01e420_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4244e4bb-9f95-3014-85d2-2ed3549522f1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4265c04c-7ae1-38f7-90fa-89869d21e88a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_426d1c36-36cc-3f40-9a78-c8b53a478838_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_42795ec4-3c61-3176-aa9d-dceba88454da_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4280f6cb-2d4f-3978-8817-784f3c3f96f6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_42835d59-c15e-3880-84ea-63aca5592fbe_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_42866b61-818e-31a1-8715-da1f92aa8e68_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_42a00db4-740e-3b23-bfbd-6943cad1832f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_42b78561-3148-3c2e-90ff-9cf79ddbb94e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_42c0e4b7-c16a-3f74-91b4-51e68338b9b3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_430ce306-e943-3088-8346-73bf280c09d1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_431c7eac-acfa-33e2-8b76-21204c8ef205_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_43231c68-8b14-323d-abf6-71ad621f594b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_434c43ec-a8d2-3de5-86d6-b7ce145ac115_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_439c4726-ed39-3811-93ac-f1561cb11c94_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_43a0e129-9db7-32dc-bc7d-2e3f2a6b8311_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_43a8ca4b-b562-306b-bbfc-eba7fa1836d4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_43b29973-0908-3392-898f-ef67f44e868d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_43f5a5a3-9bee-3196-ad6a-22a57b336bf2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_43fe5819-adb8-35fd-83ad-435a87bb387a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_440590be-e9f4-3426-ae49-668ae643d2f1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4410d690-5d9e-381e-b039-d21b84d68055_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_441484a9-534d-3df8-80af-ec7928ea4c03_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_441d98a2-cc3c-3be5-9006-d79a71181a83_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_44329af3-f693-3c4d-b416-56a3c623752e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_443eb273-db9c-38c8-8b83-aee3b92af498_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_445148bd-4834-3d9b-ab28-e0204212b30e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4454318f-7583-3f24-9917-52300fcd1c3f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_447a2100-df17-3441-b4e5-86b3c81f8575_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_447f3227-a16f-3e0f-983b-29c5864b3991_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4481b23e-1df9-327b-82cc-8348abe9eb72_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_44822f6f-2b97-3c4a-90fd-c9a333a92a4a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_448398aa-f641-3b12-aa7b-7b6211bee82d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4497f003-802a-31b1-ba14-a8def399a942_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_449bf4f0-6378-3d6a-8ee2-35dfafdc3819_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_44a25964-178c-33d5-ab3b-5c75e1799303_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_44a42896-68fe-3324-bb68-01f39605ca71_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_44fb55ad-c82e-368c-b41b-f608b52a9bb9_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_44fb88a6-7fa5-3ad3-bdf4-c07ad1365d8a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_44fe1fe6-aff8-30af-a3d2-a90ff6d05a71_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4518d7c7-2dad-347d-8c3d-dd09687dbb2e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_45222b94-36e3-3540-8ccf-41da19ff03da_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4522aa60-707c-3d1b-bc27-66b9201903db_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4522aa60-707c-3d1b-bc27-66b9201903db_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_452eb610-d56e-3930-a811-259bbe30bf19_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_455dc73a-a2c2-35bd-b280-5bd8aba21150_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_456b608b-903b-3181-8d79-39b89aebf9f0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_45861c48-c39a-37d3-8193-577b35feac20_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_459b1399-b98b-35ad-a4cc-638c422a5210_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_45b1e17b-71be-3156-b335-479d48f5ff0a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_45b8ad1e-726c-3732-b383-7f3359a58ab6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_45ef047d-3f6c-3505-b009-643e30434d8c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4670d893-853c-346d-b75a-3f72dad0564d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4684d2ec-de40-36ef-b0d0-eb9527bd6587_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4684d2ec-de40-36ef-b0d0-eb9527bd6587_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_469eafdc-58dd-3406-b34c-526fdc53fa42_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_469eafdc-58dd-3406-b34c-526fdc53fa42_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47227e9c-21b7-3526-ae03-13e536aae52d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4731b5c8-e9c9-3668-9b4e-710718b61571_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4731b5c8-e9c9-3668-9b4e-710718b61571_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_474199ba-b946-376d-b638-edd52c9f0b99_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_474c3357-80a6-33cd-a09b-db51dbeb09ce_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4764af7b-7c62-3091-a945-446e13722927_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_478ec4ec-c979-314c-821e-69aca793ddf3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47b401b4-00f7-3d31-85e5-d04a32c0d886_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47c9e773-4e5b-35b7-9179-948cd38bbfb0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47d192c1-6bde-36e0-929c-37d32d4eb976_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47d84474-159a-31b3-b155-fee93956a5fd_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47d9ba77-4900-3b5f-8e3e-fce057ddd985_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47e80261-8676-30c3-a014-cdd0b2da6445_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47e80261-8676-30c3-a014-cdd0b2da6445_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47ecceaf-7859-341f-9f8a-987d035b20f0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_47ed26ac-9a1e-355d-994a-65faf03feee4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_480cf80a-74c2-33dc-9b04-a57ac7e0bbe3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_48184290-8a2a-378c-8919-c3c0f189398f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_48210e82-283a-38ec-ad05-53f36c95e763_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_482254d1-6177-3c0c-89f1-151504e889eb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4834c565-8ffb-3763-b1e9-b823c45bc58d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_483c3da4-d88e-32ce-8789-d20811cf8c9d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_483f008b-07bc-3f8c-b141-bb5905e7664a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_484f04ac-2d3a-324d-8d41-960d650d9bad_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_48522ac6-5301-3562-8d93-9fb845a4e845_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_48707338-a345-3c24-8ce9-b55c515eeccb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_487b9e08-5a2c-3108-a55d-c0dd501af546_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_488e0f9a-7df4-34df-bb88-8dc1794afdd7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_48a27732-e296-30ce-b4a2-9db92ca57759_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_48b2fae5-1b97-3710-b3af-3c4c5e575ea9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_48cda1ed-574c-32de-a7ac-2dedb12387f4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_49071819-a8c2-3b99-a1bc-2c71d634ea87_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4908c1d5-aed2-3e40-9c7e-cc7457ceb3be_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4911126f-51f0-3ca4-8daf-56d60fce9e72_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_492aea35-5a06-3047-888a-2ee01692e01a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_49460947-8c31-3eef-bfb0-c9d8e46a1859_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_494f1c32-6639-38ac-ae91-e5be5ee97d5d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_49545e3b-c3d7-3e53-a4b0-722388e9d6e2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_49709280-a5e7-33b1-8e07-498d74667362_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_497c886c-d1db-3b58-971c-fb6ac8ef3307_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4983c766-a0f1-3fe2-b4e5-18155d3dd8a9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4984bba8-a4ca-3a69-ba09-36f2650ca749_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4998e74b-e3ba-3c6a-b1ee-797d1d89e61e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_49b94e48-6058-3e8a-8754-b1284603a258_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_49edbd5f-3d6d-3e97-a2fe-885c29e5b85c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_49f1c9ff-3597-391b-83fc-b0851bd7bcc7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a004f9e-a89d-3e3a-8460-d046bdbc69c4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a03b2b9-e5b3-3431-bdd5-7026d8bc54f1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a0794ee-0c76-3325-8421-83c302d701e7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a1fcfb0-37ef-342d-8400-0e6b61e87960_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a2451c0-dcfa-3266-99c2-3ddc3d1f9e0d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a245441-b45d-3296-8c31-9149de9ebed6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a341fa9-c810-37ca-bc92-d2e78a4981c5_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a556466-b56c-3fb3-91df-ebc66d24cb5e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a556466-b56c-3fb3-91df-ebc66d24cb5e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a677250-6aec-3ead-b042-4c812ea867d1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a68ff97-e252-3c41-bd0d-3598156b6b3b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a76f463-1b67-3318-9724-f5e8435730e1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4a82b6d1-ae93-39f8-9511-51105acf17be_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4ace8c04-f0c6-3367-8925-d5f9a66c39a0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4ade23f4-55d6-3e4c-99f6-7df186d71dab_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b112907-3329-3183-8269-cd9c7cbacd47_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b2d765b-a53b-33b6-9ed8-f4f9fd2e1da9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b4082f6-5366-3f28-a9ed-01d240d400ca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b42da75-22db-3d66-92cf-537a7132a5bb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b42da75-22db-3d66-92cf-537a7132a5bb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b489cdd-3897-37da-a191-c8f0f57fe9a5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b51cba1-efbd-3473-84b5-a95729752e79_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b5227f4-d177-3aed-865e-4dcbe72074eb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b52f342-aa50-35af-8f2c-c89cae42c760_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4b604d75-db9f-3adc-92a2-5a9d14ccf5c4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4bbf991e-4b53-3a1d-8d22-059ffcd76001_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4bc1f891-1d6b-3c32-935a-7197b6154032_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4bca6373-d404-3042-a772-46c16f04bb9c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4bd58f46-8dbb-3605-a67f-f8756babbc08_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4be23dd7-7207-360f-bc18-19888f2d46f2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4c02b3ec-f8f5-31ca-8df1-5b63d09d2dc4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4c117012-734c-31a0-85ab-54279528755a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4c117012-734c-31a0-85ab-54279528755a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4c2b6c8e-3a85-335f-8133-8577ffc3c9b2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4c640b0e-2450-3079-8aee-f1f70da82974_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4c682340-08ad-3674-980e-d69109d4836f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4c7a7536-905b-3c9a-8ed8-5c634525b72d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4c88007b-1078-32bb-bad0-c3ae7095384f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4ca9c189-e999-318f-8202-356dbc32de76_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4cba83af-06c4-3f22-ace9-42989a70a04f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4cba83af-06c4-3f22-ace9-42989a70a04f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4cc43f8b-a6bc-32fe-b739-fd9e3202fee2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4ccbf983-3f60-3d8e-a6ff-9a4e32a24836_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4d00d106-30fe-36d7-9849-e6c6f28a388f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4d6e9c31-845c-34e8-9ab7-878c92ef032a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4d92d8c3-908f-3853-b646-e77fc0383712_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4d9340e2-7520-3d04-909f-d59275f6ee4a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4da1af4a-fbb7-3b6a-b0b6-d89ee5ce5c67_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4dacd45a-5f2b-3908-91f8-9e972992df29_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4db170ff-3b7d-3e6f-980e-7dea6226a08c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4db170ff-3b7d-3e6f-980e-7dea6226a08c_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4db170ff-3b7d-3e6f-980e-7dea6226a08c_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4db77731-25a8-3c53-af6f-e5a54df07db7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4dd0b36a-d8a3-3bf1-9960-1fdf661e0ec8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4de49ee8-eb4a-3fd7-90f7-4d7966aff223_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4e4fccf6-4c68-3f63-8add-c650dd2b7864_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4e50f030-d317-3cb7-bf7c-8f8a9dd1f4f6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4e59ecb2-cc5f-3992-9ca8-88285c33152c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4e64fc2e-f291-3871-94c4-7b2ecd77373a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4e83326e-e96d-3e72-b25a-aacf57f7c9c1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4eb57254-d925-377e-afa5-694fd7f8abde_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f0352d4-a7a2-3572-a64e-5dd78e9b44bc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f06adba-3e98-3cce-b79c-9024d2014b88_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f32c862-a1c2-374e-aeac-25bf6bf4979f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f39271b-1523-36b4-a0ce-b3e8afda3d69_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f51cf35-a8a5-3158-a2ea-9b10be6aa84c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f57775c-d07e-3911-a711-18a0669ea9e7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f592d5e-e7d3-35c7-ae84-e19494d19b90_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f733f70-8464-390f-9c21-25bca0aea5e2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f8ab003-b9f8-3ba7-9364-fff08572b2cf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4f9a5d58-643b-3ec8-8cd2-c4d9ddd58cef_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fa8e0f8-4d3b-3509-b155-5f8bb172c00c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fb3ca9f-10af-3be2-97af-5d4b96cd34a4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fc2de09-12e8-339e-a8e6-422e9269e66f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fc73c89-ef36-33fd-a856-d32558bac172_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fccc8fa-51fa-3325-8796-0d49f1972f26_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fda7e6e-30ab-3401-b4a9-0d402ffd3338_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fdcfd27-40a1-3092-b2af-d55c49dfc45c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fe1c935-2380-3fa8-96cd-785e809e69ac_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fe57788-90e7-3d4f-9a1c-ec887a96f0cc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_4fed0d3f-e279-3eae-b107-812ce16780c8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50026556-1cb1-377f-9de4-fa61e8681bb7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50088eb8-0c85-31df-9fe2-c040c5381042_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_501d19b6-17b1-38cd-92ff-03cc1098b5c3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5022768c-eed8-3b0a-9be1-6112293c1f87_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_503ba0d4-62c9-33ea-8dd3-7bf09b484fa8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_507cad2f-1a07-39d1-8534-78908efbc4aa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50a190d5-e578-3185-9519-bd8f117850b9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50a94608-8478-33a3-936c-37045ad8b08c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50b2b20f-043a-3c02-8e15-b7b92d1be148_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50b41c3d-f201-3db7-bcaa-a1540bd2336d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50e2c300-069a-3518-b62e-900e03139ed5_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50e2c300-069a-3518-b62e-900e03139ed5_21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50e83692-385f-35d6-88ea-37da0999c3e9_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50e9c566-c056-3bea-8b7d-215a5e1fadf4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_50f806e3-6116-326a-bcf9-52884ce7d419_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_515dacf4-c956-3584-b44f-d0cfb6f8de51_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_51723055-4317-343e-87e7-1cd24368d427_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_51bdf630-1b32-38b6-88e6-578962e50fac_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_51c106db-24f9-3a4b-a698-a83ed625dd7e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_51cc0b54-4e7c-3dd4-8f24-bbfbcc1884ab_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_51f06475-4255-300d-83ff-c383c4e7dc51_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_51fde3e5-4a7b-37c0-a460-216fe6ee2645_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_523542d3-eed1-310c-92de-1824b13f8a95_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_528a7c76-ecf7-34f8-8a6e-e4ef1b8eb3af_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_528ef283-0f97-3c56-8384-896c6f7ad618_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5296df5a-6cb5-3cf3-a2c2-09b82f0be295_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5299dd3c-980a-30fb-875c-85b17d8bd27e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_52ee6845-215a-37ed-ae65-f37aa4894f2c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_52feabba-54ff-341f-9a4c-f885064316c8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_53011876-b127-3997-ac68-8e848a30f83d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5304e14d-f00c-3992-8b79-735ca6f08e69_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5310a0a8-fd97-3682-8e66-702b52d856c6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_531fa1f3-870c-3cb9-afa2-f74425cc7f3b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_53231d1d-c1c1-3182-b2d8-8b679aaa8111_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_532ff115-34c7-34a4-9c13-2ac4ba3f39dd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5330b30c-7ca9-3375-bc72-652faa7c6693_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5339b66d-eff7-36b1-b35d-9ead2476f83a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5341d0a8-1c03-381a-98b1-a823ab2280fd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5342ba97-4537-3f0d-881d-f5389a5c63cc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5368cd22-7580-352c-935f-74ae1a18c942_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_537d728e-4dcf-3d1a-8634-ad90cc2121d4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_53f180c3-6d14-3baf-abf9-733b99c60b3d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_53f2bf93-a8d2-3b8a-bd74-59b5a824a107_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_53f2bf93-a8d2-3b8a-bd74-59b5a824a107_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_53faa02d-ac90-3dc7-822d-3599b8a5ad0c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_53faa971-78f5-32d0-bc56-a9c90072dcb1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_541cdc86-c8ef-3143-b3d7-e0e02e470fff_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_542e7afb-809a-3d2b-8cf0-5d84a8e567cb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_54b220b1-2de2-37ab-a21b-9742c5191c07_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_54b51fed-6ac3-32f9-b6fa-17e9f51aeb50_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_54d0da62-8b44-331e-b1bf-b67533e75453_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_54d16cd3-20bb-33cd-bdae-6b10a3355e31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_54d95a00-0d87-3bb4-8987-ea1027b409a3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_54f2ff04-7e3e-3449-949f-fa518d8f9c29_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_550cf707-5851-3bba-90b2-cd2f1e74f61e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_55170643-2b3c-3d63-8795-c52feca58032_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5517d56a-686b-349b-83da-88280499288a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5559f791-9e01-3cf0-98a2-ed6edfbf66c6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5563b6fb-b889-3885-8f73-ff61522c1d86_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_556566a8-cbc8-3021-a622-765e83f577ac_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_556a381d-ca21-3878-87eb-dc841dc8eb4b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_556b82bf-e57e-334f-a245-9034700af5c4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_55a5d3f5-7092-3659-a3dc-668eccf0b6c2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_55b1dafb-5e42-3007-a881-6fa7639f9281_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_55c4afc4-3b75-3dd9-8528-47dce6dd787e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_55d96fef-1947-3aef-a7cd-3d4ed6901dc0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_55e8c1f5-8cee-33b9-a54e-b31a41878015_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_55ef22ca-f400-3be7-b9bc-8c9a7f8102fc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5609d243-1209-3813-b91e-51a7d15bd928_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_560b67fb-578f-393d-844b-a6daf495570b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_561b7286-ebf2-39b9-93dd-ca4a59947f18_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5641c42d-53d6-3671-8d01-18a1f6f4b4bd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_56446015-78da-340c-a0bc-0757e414ad75_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_566920e1-aabb-327f-9430-832a93247aa7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_566920e1-aabb-327f-9430-832a93247aa7_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_566aecdb-d640-3208-9e1f-b1027b43c9f8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5676af80-315c-31e8-bb45-bf4aa145bb26_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_56969554-4964-3d9e-82bd-2442ad405b0d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_56b90517-4753-3801-93de-41082c59ea30_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_56b9364d-7b1b-36e4-8911-b5c743b43136_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_56ba3d24-e869-3eb0-8adb-6c59a4056571_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_56bf495f-8acc-31d6-93d7-7669f185c3d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_56bf495f-8acc-31d6-93d7-7669f185c3d5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_56eb3872-efa8-3cf1-96d6-7dc709843857_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5724466e-87e4-3ca8-b366-8f796850a329_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_573bece1-0f6b-360f-92b7-bd8e714cec5b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_574304d5-1689-3ef5-a0f6-9304371f82a0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_574a5329-8667-3176-bae1-fe23e07c78b0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5763395b-47e4-30f5-ba16-328306e9bd0b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5766a9e0-7f1a-3644-af34-3915a9dbdce0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_576c7a8d-04d7-3d38-8b7e-0071b8cfd23a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_577da1dd-c71d-3f32-a9b8-4ab565ca4a88_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_578f3024-e906-3e6b-a27b-cc811333b21c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_57a450eb-09a6-321b-be01-e3450f2c85d9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_57b25f44-063e-33a8-b2d2-111b411bf72d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_57ca4119-a972-3f6f-b54b-573257624eb9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_57d8b983-6529-34e6-92b5-5cc6ee62a4df_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_580ce9e1-c02d-3e7c-b01c-688ec67978e5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5818692c-6ea5-3073-8344-16273a9145a0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_582bc38d-c9d4-3b26-b21d-8ab621924085_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_582cfa83-24fa-3a60-a1a6-daf3dcdbb045_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5872de60-775f-317c-b946-92c1a35fbe11_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58902d67-15c8-301f-9709-973557609ed3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58a1992a-d462-37a4-801f-9000c4405fc2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58dcdd99-9a71-3e71-accc-b009495b9de3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_12_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58e9ea67-c025-33d4-9592-60487d17310c_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58f2a123-e4e7-3d12-8ee3-b2c8083a0216_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_58f2a123-e4e7-3d12-8ee3-b2c8083a0216_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59097312-4dae-31d7-ad17-6262775cd41e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_590e8360-2b70-3130-86fc-de8d31d86510_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_591a2081-7a64-37d9-b164-2bc49aa48344_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_591a91d1-31dd-3e77-bf11-49c2ffc1f07a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_597dde33-c5c5-3bc0-a1b9-4d28dd5ef8bc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5988a2cc-16b4-32b9-ba00-c66e8cd742d9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5991db1c-f745-359c-bd4d-745a9922b3ba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59a61bb8-f669-3e8c-87dd-1b71878e112f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59acb108-f3c1-3967-8d5d-6bb47fdaa7b5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59c2f77e-eb9f-3eaa-96a7-0556e7d74778_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59c2f77e-eb9f-3eaa-96a7-0556e7d74778_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59c6b9c5-b269-357f-8559-c0c41c4a6ba5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59c9c894-dbca-32a8-a95a-9be0ac2adddf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59cdf3da-e95c-3ee3-a4e8-a6b78e5b4c38_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59ce3838-135d-3d2e-a7d8-9a01479a120e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59d422bf-8073-30f3-b6d7-bd27dea2aa14_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59d8f949-5ea4-34a0-ab05-6770859a43ff_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_59f19502-8057-3ff5-ad3e-f2b864e63147_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5a183085-c58b-318f-8e0e-b031aeab739f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5a48e8be-ad8c-3796-beeb-6adb830f3bbb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5a5712d7-7d8f-3eeb-95e1-aac737477c02_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5a5e23c1-071a-3d26-bea9-78e768e30abe_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5a5f8a9a-28ab-3925-bec7-f2e4fd8fcc20_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5a7c72b7-e59a-3479-9f18-4875df18185d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5a9085de-cac6-36af-8e65-aea02cd803f3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5a9b7257-d4bf-3cad-8e10-0fe17830ac7c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5adc3d42-da79-3395-9251-59763e5f52ed_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ae0cc9a-c52b-37a6-aa06-e549ef44f9d2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ae904d1-be71-35d2-94ed-e494bb2ff0ee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5af3618c-e339-326e-bfc0-5250bc5e188e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5af4f5d3-8656-3f44-88b8-fab708801e27_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5b0c1f21-fca8-34e7-ab95-3d45450b3d9a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5b1c5519-abb2-345f-8e90-b49cbca431a2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5b35476b-09a3-3fdf-b8e6-f549a19b9525_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5b41125c-c389-344d-8a62-482dd2be58d0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5b41125c-c389-344d-8a62-482dd2be58d0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5b51031b-7aae-33aa-a5ef-7de1e75cdaca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5b7042f5-eab8-3ec4-9fec-8b4841614098_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5b75c0f7-d632-32f5-a164-5fefffcdb72c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5bb6354f-5ffd-345a-a769-4099f4abf4f6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5bbccaf0-d909-3ecf-9504-86857576bd1d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5bbfce55-351b-3012-9ace-471e6a23ebd6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5bbfdef9-0cae-3c13-a8f2-78ce35094673_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5be4cf5a-2cb8-3a3b-a0df-babe64d7ba6e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5be4cf5a-2cb8-3a3b-a0df-babe64d7ba6e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5c0c5a40-0435-3e4f-a568-a63671ad05f1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5c11aa40-27f7-3145-8d6b-1827f6a7ca72_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5c27ff1a-a322-3efc-9531-d9645abc8d49_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5c4c4412-b815-382e-b3fe-db98a547aa5a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5c50739d-c6e4-3935-ae19-65e6e7ba03a7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5c5a58e5-deb9-354b-99a1-78196bcbdcac_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5c620df5-e3b1-3a87-a1f2-bf21780165bd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5c79ca04-adfb-3d21-9d86-1e548c71040a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5cd1ea09-77dc-3a75-ae25-8d05a7ad7d02_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5cef4a25-f2fa-3331-a83b-df29e78567e1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5cf1f7f2-3776-30bd-b972-3046d0721eba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5d130a0a-23ce-3bfc-b53e-a72aaecf6cbf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5d2b6794-cad1-32ca-a1bd-3505cde52a30_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5d343867-aa2e-32cf-95a9-a16e24f06db9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5d8b217d-84d4-38a7-a9a0-d940e7e566ee_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5da2db77-f436-3f27-891c-1dfdc6336e0e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5da465d7-b214-3477-81c8-82d580f13842_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ddfd49e-a38c-3b49-bb36-ccdd80bd5ff6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5dec43bb-4d81-3643-bc4c-b5beeb9cc628_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e08ea1a-a616-3b84-bdec-68182eb96b2b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e16db0f-09b5-3b51-87f9-0c86800f032c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e272e38-a73f-36b9-aa4d-80d0d6cdc9d5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e3a6ca1-4e89-3fdd-b50b-fe4b232543ae_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e3a6ca1-4e89-3fdd-b50b-fe4b232543ae_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e41d546-8a9e-38b6-8a8c-d42e335ef88a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e615ed8-8f04-3b85-bd9a-02f945ea1de1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e68eb61-a1bc-310a-8019-14d139056842_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e702350-6260-3e92-a883-388da0793725_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e7e38ca-f90c-3a33-9515-8c20fdab7017_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e85ae6a-531f-3391-9b86-1830d61dac2b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5e9d42c4-95c3-349b-8683-2587d9f1040b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5eb344d6-150f-360d-828a-f8eb8f9042e4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ed3f17b-4e4a-3c9d-a7b1-c410426b8f69_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ed7a8ab-ca73-31dc-802f-40d02288b36e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ee3b8c0-8957-3c1b-ae90-4ca80f2796b7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ef5ba2a-08b9-3e1a-a29d-a33aa895095a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5efeb36f-e56d-34f8-844b-d951a440e2fe_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5f04b1e3-000d-30fc-b14f-99071708c4e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5f07156d-56c5-3863-9531-8cfa2870dffd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5f13dc76-c409-3f8f-bb11-e7b5368cb5cf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5f568d5f-2c79-3203-8c6d-cc2f115eef1f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5f5d06b2-d24b-3a26-8bcc-f2e3dc65032b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5f6178ed-e84f-3dc3-81e4-d9a3b7b6226c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5f644fdb-727d-3875-8fef-6227e5a80f32_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5fb9b564-3aa0-3605-a117-25173f6144b8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5fea1fe3-1b8c-3994-9731-d125c097783b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5fef2936-43bf-3ef0-b3d2-332adaab0228_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ff0e16a-bb22-3293-8272-9b56a1e0d10d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_5ff18ad2-0af4-370e-bbc7-025b7b433772_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6008f732-9a77-3abe-add4-4dd2fc1cbd5d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_600d4aa3-d7ac-3d5d-96a7-4263d0dc2410_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60224ca9-ab97-3bfc-9658-23d8d1fb410d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60474ed0-6e0f-3aa1-88ed-387a2b262ab5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6050c9f4-ded9-32e2-a11c-bfc9a45fcae4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6055401e-c581-3536-b49c-ac1ab88c60a0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_605afca2-4c32-3aa8-a95c-734e5a8e222b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_605dbe94-5c20-303a-add4-981e6f6ca8ed_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_607db142-9c38-39b0-976b-8d03e77ed135_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60920b4d-9129-3ad7-a680-1c5a16f26cb2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60a4da8b-f109-34d8-b536-ad36d2979099_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60bf70f8-e420-38bc-bfe2-4d926f94f5ae_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60d2d8df-4d4b-3cb7-9201-75d4772389f1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60dddabe-397f-35dc-bbd8-0af74176719b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60e12335-2e1f-37db-bc4e-983b3d12c4b5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_60fb9de0-28b8-3ffc-a57e-745ecba32243_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_611f2276-e0f5-38d9-a149-168e98d85e73_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_612bd24e-b577-3a60-8d7e-88c1a8fd2eff_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61403e3d-2850-31cf-9db1-fa4cd3edef22_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_614bc22f-ec97-3f3e-82f9-afce14935f52_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6152d6f0-5710-3b2f-97a1-b7274ae47e07_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_616564d2-6d06-34f0-8759-bfaf07409280_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61731b4c-bf98-3571-afc3-857ec1f6483a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6174bd1e-7425-3dd7-82db-929c6f93070d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6174bd1e-7425-3dd7-82db-929c6f93070d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61991b15-b7f6-3e12-9be6-10dfcb13fde4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61d41c25-6e52-32b6-b53d-568738fd2d0f_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_61dc89d6-3a47-327d-9d27-909e052bdd72_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62134888-0a89-3c2d-b244-2139a1c23dd0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62171d9a-0375-30d8-b889-e5154e85fdea_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6238057b-1688-374c-a1d9-9c28f301bc5a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6261ffc5-a99c-3d52-b5a2-a96c783555c4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6262e531-cdfc-39d5-beab-c291581dc821_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_627e7023-eb3d-3b5e-8998-8020dc7bb588_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_628baf1b-8931-38c8-a090-fd74260bf341_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_629da9c0-745e-3dc8-a873-35867d7a7335_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62ad484e-e885-36dd-a266-e69699059f53_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62ae676b-2c45-37e6-a221-c3dbd5b5811f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62bb065f-e0df-3c65-ad38-dfbc122437b5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62edac42-18d6-37b1-9ce9-c8efbb022750_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62f65fd2-5b9a-3e01-b0d9-6aa1b15cc53f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62f985d7-5b32-32b2-bcc5-1c7ab222ad9f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_62fa4c5f-85a8-3a17-a128-ecdba830c199_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_630aaf9d-aa36-3b2c-a6c5-4c8a22f081c1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63117fd5-e6fd-3bb3-9849-84a50bcc60b7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6311a22d-c67e-31a9-a730-c8aba48b2a73_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6312be49-8ce7-3cb7-befb-38a819bf351d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_631bcbf1-d92e-3e21-bd7c-04e5cc74d714_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6337ff40-52e1-3f0b-b721-ef09b5b6636a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63593cc3-7515-3773-ba4b-62e4a6bd2d83_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_636693c2-058c-3227-b352-793138ac2306_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63683991-4768-3227-87d6-436e2949c7fc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6386730f-0fba-328f-89ae-b2cbf596e871_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_638a221b-b675-359a-b93d-d730263bf585_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6391d323-3303-3f9b-b832-edacb6a20755_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63a4319c-7c23-3a88-a2e7-ed299f4cd5a7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63b8b839-de51-3bc7-a295-169fd76c3904_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f0c3ef-c2a4-330b-8859-6f77788f7369_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_12_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_16_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_18_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_63f227a4-2803-3277-bca7-e8fbe9570028_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_642adf0f-2455-3815-b06b-dff9991fe2d2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_644cbe0f-8662-39fe-9fe5-a88e6b68174e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64568ccd-dab0-34d1-aae5-d2e8ffe5bd0a_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6465ca9a-0e83-3304-bc9d-c5a3125a5d04_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_647b1b52-7b4b-3dc0-83c8-2ecc99f5af7d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6483cc94-3893-3e58-909c-ca27e4451401_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64b2b818-b6e1-3f6b-b3f6-9c007b96a3ce_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64b3f022-d871-34c6-a033-1485d664329f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64c607bc-6d5d-390a-b263-b7ee763d4d33_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64d85759-f707-3bf1-bb7a-2c2a006e93e1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64e2663c-30fe-3491-9645-84642564ef6d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64e2663c-30fe-3491-9645-84642564ef6d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64f13077-8533-30a1-90c9-9006e541065c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64f406aa-6e49-332f-a8fd-d3cc44a30da1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_64f97fe3-7b26-32d8-8e86-b2732c82279c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6500a00b-d983-34ee-89c3-d53c976e82d2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6524f993-977f-3b05-8421-6f0f1cde507e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6542f8b7-ebed-3405-8844-76319d5f3557_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_657d315e-9187-3185-99dc-4564ecf8eade_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_658d651d-1d57-3506-9f86-21f4589b75f5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6590483f-f2ad-35db-b71b-e408b63c1b7f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_65b2bbe2-0bf8-3a58-b07b-2143f0657109_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_65cd313e-1771-3dea-9e90-5f7cfa3702d8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_65d10775-3bec-32a7-9559-fdbddf44bc83_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_65fccde5-72c0-3533-abf6-48406a1a6b78_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_660106b2-c7ec-3170-ad3e-2d97f0c2e0c0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_660868dd-af2b-3ea5-a5fa-d954cf52bc31_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6609977e-6622-3470-a3f7-4ed5b0ad10ff_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_661a557d-487b-3ce5-9a6b-da0c30c949c0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6621c7b3-2894-3fd6-b714-340456dc4e89_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_662a65dd-f0cb-3c9d-b688-4af6f2b02ab3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_66427516-d2ae-36a9-a016-52a4f7879695_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_666bfb09-c69e-38ae-8579-c807c500351b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_66753bda-fd9b-3f6f-83c5-0bb62cc77b9e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_66753bda-fd9b-3f6f-83c5-0bb62cc77b9e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_667a7f55-7044-3bc5-a962-b0363a3cb118_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_66a7f0d7-c6a6-31b4-afed-5fd342851c91_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_66a9514a-bab3-3b14-a127-8ada0b30b783_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_66c68797-f976-3d8e-a49a-c383c2091968_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_66cad038-4e5f-3538-8727-88d16955eb92_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_66cd8a7d-d9c0-33fe-8c8a-d1b9ef7e4cdd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6757e45a-bd4e-3bd5-a320-ad7fba0f834c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_675f67ed-8276-3973-a8be-21ecb554d8d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_675f67ed-8276-3973-a8be-21ecb554d8d5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_67603b1c-691b-38a0-bb61-9d8e1ff204da_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6760c0ac-6efb-3a70-be18-c24bca686f78_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6766ae2c-44a1-31f9-8433-c66395eae728_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6766ae2c-44a1-31f9-8433-c66395eae728_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6770c260-9cff-3651-a146-f1bdd56842ea_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_678a56eb-daa7-3ca4-a39b-93c44cd5517a_8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_67ac201c-58d3-3aeb-a582-65a89c930312_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_67b598db-cfe4-34d4-bc69-e7e5f0f1eecf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_67c08632-9646-3e66-99e8-4bb4c1524ef3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_67c08632-9646-3e66-99e8-4bb4c1524ef3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_67dd4854-5d08-335f-9bb5-ce931a34b85f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_683484a0-7579-3bcc-9191-b140deec8560_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6835e4cd-fa62-3bc9-830e-31295fcf1128_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_68424617-a6c6-3d13-8afa-ef2f64f2dc32_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6860b1cd-b8cb-38bc-b202-9fdc0278608d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6865e9f5-1d4e-3efd-b5a2-d71b61116ba3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_686c7c05-8383-354e-add9-9cfa0bf1f105_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_686df988-9c7a-372b-9fff-90629c8bc3f1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6871571f-b74f-3609-aa0a-00628b3a9928_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6880478b-11c0-3c59-998e-935ed1e34c94_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_68954c9b-b4bf-3f0b-b5bb-13f505b5160d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_68a5b183-5cab-3703-a31d-07da87c4c047_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_68a6763f-d2f1-3d5a-a535-4cad60f599ea_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_68c53f29-bd18-35d8-8c56-69969bbdfdf8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_68cd8292-2986-3172-a0e2-3460f4d21d67_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_68f0869b-6b10-3ba9-935f-48b44cdf6cf9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_690c010b-5d46-3be9-8191-42a1aeaa07f8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_69225c5b-682f-3e7d-b4a8-a3a43aa4f3d6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_69225c5b-682f-3e7d-b4a8-a3a43aa4f3d6_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_693c5928-8212-39c5-97e7-dc8d1c280b57_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_694b87ae-c350-3a09-8e8b-ac818698daca_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_696f28c5-9d5f-3fe1-bfcd-241377d999b5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6990e11b-0d70-37df-b78a-4ae49efbd42a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6992c3d8-ba5e-3c8d-a119-030182bbadf1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_69b733c1-3d4c-3345-bbb9-48309abbc83e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_69c281a4-7b7f-3095-8f8c-3360791a7f3d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_69c73b28-313d-3ee5-a342-3043c80074a1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_69d343d0-32cd-3ff3-8255-aba7acdcad46_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_69d67276-0c97-3ebe-8ef3-c61402f21184_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6a155f23-e894-3b00-877c-7c9d370f4c79_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6a47bbad-7e3b-338d-b1aa-8996a74631b5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6a62e643-6778-3059-b65d-56bce45c66cd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6a6fd49c-19f6-35d7-8f7f-6e8e21ac8deb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6a7ccb69-5cb0-3ec8-b6bf-0eaf233b819d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6a87b8e4-3295-3119-a467-d72fb0712205_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ac24bef-15ba-35e9-9089-691ce8b2df24_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ac63250-a45d-326d-b829-d78a8c3e898e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ad31548-44dc-32d4-ada0-46dcc2794a36_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6aed580f-111f-382a-b980-e8e7fe19ffe0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6af1b340-4fda-31ae-a44f-924a311148fb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6af1bd09-a572-37e6-b4a8-ea4c380d0aa0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b0f2c96-e30e-3130-b7e2-4a4ece2e091a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b133ed6-7380-3a7d-abd9-a170b5446dbd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b45c19f-e601-3e23-8d06-03257c19dee6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b4d491c-e553-3561-9d4e-96358d883e68_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b5cb208-063f-315d-bf55-762f30dd3a90_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b64bac2-f4e9-3820-96ee-0313651e9881_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b6f1852-7a9b-3343-a0de-4531fd0e43dd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b7f57d5-1e8e-3bfd-94a0-b5b3297fc24c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b8caaee-9753-3f24-96d1-fd6427420cc8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6b9c9c79-f930-3b17-afb6-52b19a54965e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ba2cacc-a916-3629-8235-9615e6ef0239_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6bb8ed67-b46f-3917-aa43-1ad62b3c0eb1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6bbdadeb-2f15-3d7e-935b-e53807ad1e30_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6bbe1831-db2e-3de6-9d90-eb5d3595c3d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6bd709ca-4bea-30b0-a7bc-743c82377573_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6bf6ace0-edaf-3ae3-b725-e05051698a62_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6bf9483c-1317-3a04-a644-6bbd4e39b51c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c0966b6-d578-3719-84e7-ad9801233cc8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c0d0c53-016c-3f3a-a19d-a17d4081a888_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c152256-8b9d-3b69-a987-69bd2df74beb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c2d3e3a-1781-35b6-8e5c-b6779e9f52f9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c3daee5-2054-34b0-b7eb-caccb9efa70e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c48fe4f-15a2-3d74-9058-3c1c09203200_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c4c3266-6841-3460-b77c-9b4c170029c8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c4e5184-39dd-3fa2-96a6-9ebc012e9580_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c616cc0-7b89-318f-9430-ffd0d2600db6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6c944ec9-4934-36bc-9144-a3ef3f18059c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ca17bf2-b9cd-32c0-881d-81d8ab315de7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ca3b4b9-1d8d-3dee-beae-7c9faa701d51_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6cab4cdc-f35b-3890-bf85-c508c768f7a7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6cbbcff5-0624-329a-a622-91c3709bfbcf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6cd4fa7a-1443-3af4-973a-04729c103a6d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6cd7700f-faac-33f5-81d3-a04bc6cb6127_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6cd87027-a834-381e-8e82-9ac1a38e21bf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6cf2853a-9b05-3529-bc42-d6ddc863bda7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6cf3e2cd-2e1e-3fbb-acdd-d7d43fa6b0d4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6d20d755-8dd0-3463-b222-ec3d660761a2_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6d2c05c4-7d77-3ae9-b558-2c7df77b81b2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6d45cce3-b4cd-3cae-b237-538608c01cf3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6d5029a9-dc32-3fdc-b6bd-2e809d8bf515_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6d51f135-4934-3ede-b5fa-82480670ee1b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6d51f135-4934-3ede-b5fa-82480670ee1b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6d848308-67dd-3cf7-935e-14f7b8175a81_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6da70d82-96b5-3f79-9cde-0cb96cdb5f66_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6dc43e66-f053-36b2-91e0-7452dd5c853f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6dd9e62f-3c01-30b3-a5d6-cb24a3a8af09_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ddbfc29-087f-3cf3-8395-49e304150437_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6de356e3-9560-306c-b1a0-3797c211673b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6de39765-2346-371c-8eac-0afa7a52c069_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6de99ed4-0766-3de2-b5aa-357a025e64bc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6dea3be1-0b95-3d50-9f9d-3efe5b4af56d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6dea3be1-0b95-3d50-9f9d-3efe5b4af56d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6e2591db-ed4c-3857-ab32-e9eeba009457_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6e418670-8c55-3d62-a5f7-3404bada6f2a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6e52e2cb-8804-352b-97f3-b3eaf27dc3fb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6e6828cb-a7b6-3453-b9e2-97944648953c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6e70589c-2af0-369e-b4be-2fe42cb6608b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ec314e5-52f1-363c-a3a9-67a530111e36_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ee81fc5-0f22-3996-9402-25106d381a58_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ef39306-2461-31a4-914b-7973674ad060_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6efa5526-ca23-3e53-90db-581c774eaa12_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6efa5526-ca23-3e53-90db-581c774eaa12_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f233332-3a43-37cb-9864-a2a2ac289945_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f2fde35-8964-3145-8d24-e3bf89b247fe_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f390038-0306-3f06-90f9-0ea5b799a540_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f479560-dbff-3f53-a79e-9b375eef122f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f723bb0-450b-34f8-9cb7-bc8c30448ed4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f79167d-d066-3126-b1a9-66dbe342bc49_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f8174e6-4594-3706-ac05-e8c5d04b8f27_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f86e8cb-461b-3fce-ad72-88a0b6331f87_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6f985f38-ef63-3548-9f51-593ebad75d73_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6fb6d8a0-078f-3962-ac18-b282ef3aefe6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6fb6d8a0-078f-3962-ac18-b282ef3aefe6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6fcafcb8-728e-376e-bc03-5a2966c85405_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6fce1c33-8d1e-3e9d-b1cc-f14064a79f63_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6fd0dbdf-6688-3c47-aa66-53102f4fed7f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6fee0e18-9d30-3c8f-b88d-71dda8810f65_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_6ffbd86b-86e3-32cf-accb-a76106a1379e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_700b57a0-8cda-31fb-a498-c6fc2faa6ca5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_700b99b4-436a-302f-9c16-e3973e921f7b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_700bd920-f0f8-3997-84af-9ef914cb8b96_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_701012fb-720b-3f7c-ba6c-acbfe80615ea_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7049d299-fc23-3a4c-8388-ab6fe80f5370_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_70520555-df87-33f5-8b4d-bb4a67c1e8f0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7061c814-54e4-3b1d-85d5-91433d2984ed_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_70b65541-485d-3c5f-9a93-91d8c565da49_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_70d634f9-b597-3d45-8b37-8a321bf1f3b7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_70e1cd2b-a072-3800-91db-293d567e411f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_70f912ae-76a4-3d37-9c8a-12f1a5c58e54_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_70f9206e-4fdd-3489-8e16-b5d6257dd242_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_710091cc-9cc2-3b00-9d8e-da87d23bf506_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_710110b2-dd4b-3f28-8157-3212e770828b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71050def-c945-3ada-8e5f-8a5624b915a7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_710ab06e-b63e-3bf8-a36c-ada85ea97b30_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71783b00-a9af-3315-8c22-a73b4aaa07ee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7184ea8f-57c0-326c-987b-4597670dabe0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7197842d-7d26-374f-a929-be1822cda02e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71ab1e2a-49d7-3614-85ae-20e059c0b764_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71bbca38-ccf8-3d9a-9525-8a4bd2336a02_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71bea14f-a0bc-330b-8a4c-4c030decbbf3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71c46eac-91e9-3999-a89b-4ca1c11ba1f2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71c51df4-940f-394c-88be-d5e5ecd67eaa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71cc4112-df4f-33e5-8cbf-1e29eab735ca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71cc4112-df4f-33e5-8cbf-1e29eab735ca_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71e0545a-a72c-3e49-80ab-c1a916163637_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71e4a3df-61db-3338-acf3-9385b9282376_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_71f62a40-f2aa-3b4b-a618-43b9eb30c78f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_72049f7f-4873-36c1-90b9-2eb23f072359_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_720682f5-4d2b-3db1-b135-f8311ef7c34d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_72128831-bde5-37da-882d-8053cac64463_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7217278c-e3b6-3770-84a4-4cfab25e6144_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7217278c-e3b6-3770-84a4-4cfab25e6144_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_722b0db4-5fea-3b47-a2ec-410fa248e503_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_725e9606-5573-33c2-b802-a0f4b7f09d95_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_725fdf40-e344-33fe-9834-2bdf72dea5a1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_726f4fb9-745b-32e5-baf7-0315f2a531cb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_727f37ca-9288-324d-b79c-c7ea24a7cb8d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_72804cbe-1a46-3472-93f6-cbdb51182991_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_72899088-679e-3e60-a628-02e410cef7c6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_729159c0-015b-3062-a92c-2d2181b1928a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7299c641-0b06-364f-8d7b-37f1a4abf9e5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_730a0b58-95e1-36a2-92b9-849301993fd2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_734390ec-993e-3e15-a3f7-dcd80b536a43_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_734e03dc-bb46-3caa-8cdd-f246f8cc0ea7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7363e006-6b95-3dd8-9b57-c729001113ba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_737c6e67-0528-30bb-b55e-637cce56660d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7394af35-7bbe-3b60-bc2c-b23a5dc7be5f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_73c3c0b2-e2d3-3e4a-a02f-94cc2c788af3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74087bd5-4a19-3bef-9a11-0f085f9d6db9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_740a0646-1cc0-3186-a161-0010e980dfa6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74133bd7-abce-31b7-8d8e-fbd21bc6fd5d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7424e135-9c4d-3841-8fdc-09ea52d3562d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7460a8ba-b752-3c11-8711-4c6d4ae3c938_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74ab1bba-9439-33ce-b56e-b2d1bc3168b8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74ab1bba-9439-33ce-b56e-b2d1bc3168b8_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74c658f9-a5b9-3da1-a3e1-5f9e975336ff_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74d7676d-239f-32a0-b0a4-e0c9f73efa5b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74dc0613-49ea-3af6-9d4f-7d8994081690_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74e6ce6a-d808-3df6-862c-45b0836d87e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74f7602f-826e-313f-aa3b-02eb057fa0ae_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_74fa9fd8-3f8b-362c-88e0-61e6dfb136e9_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_750ca43c-551f-3e03-a3ad-3553ebea1606_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_751f055d-637a-34dc-b882-6dc955d9c683_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75478392-9a06-30c7-88a8-30d3071b7351_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_755146c3-e191-38ef-ab0f-9ec7af68a6bf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7564dc8a-6b8f-3177-8ff4-cab6fc6df8e4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7568bf8b-c2c7-383a-80e5-42e43e4dbf50_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_756a59c5-0285-37b0-8826-aa54a3e4c3b8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_757c0aab-0bae-315f-8332-07be75f326c8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75808a85-38d5-3d48-8146-ec3616e91eb6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_758db185-4c4f-3b98-a164-dba758b75e93_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75a07dc9-5dd0-3074-a9ac-394931357daa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75a3fd89-a89f-3053-98be-880462d841d1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75b4d679-db0a-3ea2-a846-380d6b8c0480_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75b98a50-59ff-3297-8b97-e12570537658_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75c0fbcd-0ab7-3c9a-9d82-d6c31e556169_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75dbad81-7895-3920-9db8-8f9b72b38447_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75f778b9-0538-38c1-9fe8-d401be81176d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75f9dc76-8dd5-3b0f-ba54-fdda0865450d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_75fa02c0-b928-32fe-bac1-05eb37876a5f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7610678d-9c54-3b7c-a406-12765b04cdd0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76153bec-ba6e-38ba-9d9c-062758add8eb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_763041e3-75d4-3e47-8876-14e88838bbdb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7631cb7e-5381-3c7c-8722-8f145e652b84_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_763c690a-220f-30be-a86a-ecef9b9023a7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_763fb171-62e2-35fe-8bb6-4df41d3fb9f8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7643438c-ce74-3673-b4a5-8559fa46b692_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_764f2b32-aba8-35a1-8c74-90ef93b93240_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76646295-2f71-38cd-9d3e-2e1553cb31e5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_766c0ab3-e42b-3804-a2b9-44ee405f5ae5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76937efe-2166-3994-8d08-6a6084626453_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76951d24-b845-3014-b530-d8ae2124fd6b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_769d9755-4b8f-3a06-a62b-32d4cf949604_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_769e6b5d-7604-331d-a45e-255519a4c428_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76b74fe4-f8b2-3bdf-9e51-b5aa30c19c26_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76bae896-048b-378f-802e-95c3853f8d0b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76be702f-fdf1-3a08-b5b1-d4da55554012_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76ca5db2-d69f-3d21-a380-936072aed0e0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76cf7492-57b5-3d88-a09b-fecca62e5bb5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76e4aa62-c2c6-32d3-975a-a561ff5631f0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76ed8fd5-3f18-3564-8fef-0793073868f1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76ef5e89-5e48-35ad-988e-74fa4d7616a8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_76f12c9d-0897-3422-9b79-360ac8b0720b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7725b39c-0f63-3151-8d58-e25a3dfd9082_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77312c66-06c4-3799-8342-d4d7fc1015cb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77312c66-06c4-3799-8342-d4d7fc1015cb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77419c97-c047-31da-9776-9761a6c3cf2d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_775ff59d-0737-3f6a-9c59-92df71c050fa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_777b2b06-bc93-351a-a431-5c3420f6050c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77aa4e1c-95c9-3385-9724-b35b3df1f83d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77ad0d37-5463-3fc6-8f79-77711a118783_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77bafe39-2f0e-3830-a99d-8aa4e2a77a9f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77bbb1b2-b987-3985-bad4-ef9f07a70326_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77ce8cdf-92cb-30de-9ea2-e424ea788e25_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77d8ca6f-590e-304f-b059-375c7386890c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77f77440-cc07-3b59-862a-3b7f46bc38d8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77ff5452-910e-32a1-a82a-6acca183c0e6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_77ff7fce-d95c-3285-bb26-8252fb61c809_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_27_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_37_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_780a3640-0f0c-3196-b222-391f99b449b0_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7822b4a8-5898-3b0a-99bd-d309a3946e21_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78278336-959a-39da-9c68-b9cf678f2d9b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7827e7fa-9110-30a1-8220-4837fa542ccc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7843f44a-ac92-3f0e-89da-02f58c7b1c23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78614fc5-07b5-3a55-bbd0-77bd24a49459_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_786af068-2fab-3617-90ce-6831f61b1b73_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78704431-f51d-3321-9443-727b22a4dd38_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78718460-4d15-3e53-8791-bdf30dcf9304_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_787624fe-9fb3-3759-a801-242420730f54_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78a6ec5b-a0bd-3ed8-874c-556ab9d50dc1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78aedc6f-b2ad-30af-8017-338f5a119edb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78aedc6f-b2ad-30af-8017-338f5a119edb_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78b32137-7d3e-34d3-8bda-168eb2ebc0b3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78ba49cf-ab2f-371e-b948-b8f8309f21d1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78ba49cf-ab2f-371e-b948-b8f8309f21d1_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78bb1074-f0a0-38e2-8526-4d4d79f37785_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78bb1074-f0a0-38e2-8526-4d4d79f37785_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78f459b7-5ce7-3fca-ae79-890bf415ad04_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_78fc95dd-f655-3f11-942e-b183b6ed728d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_790604b3-f3a1-3c01-a5f1-5322cea1ffaa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79105d13-7ca1-39fe-b10b-5e793494765e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79105d13-7ca1-39fe-b10b-5e793494765e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7939abe9-c7fb-3815-bdf2-abfec9885c4e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_794a284f-c3ed-32d1-89ae-621c5669c040_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7952ed3a-84de-3e9b-bb48-da4d79de9241_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7987da00-14e5-33b9-9659-a32148f504eb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79933b52-9502-3159-83f7-d5466a05ec1a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_799be469-c283-3502-b211-212797f1cbcf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79bffc87-5654-3b2c-810e-2cc46e69523b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79d079fa-0538-3403-9d12-fa4c3f203fa7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79d0e8b5-28c7-33bc-9a60-f892bb3a97f1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79d0e8b5-28c7-33bc-9a60-f892bb3a97f1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79dd72b4-ee49-3c62-9b07-6e7fca4505b6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79e29949-827f-3e39-b20e-614cd3523d6e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79e2c9d3-7842-390a-8808-e29c75b77996_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_79e4ef53-a236-3625-9ae2-bab5ebdd453d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7a357b80-d393-38ea-a6f8-4a9b5264190d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7a3b3213-fc59-350a-bb7c-138197864799_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7a41b7df-2f62-3246-b629-732c4810abc7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7a8acdc1-bd9d-352d-ab1f-cf3922d7b541_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ae181f8-4353-3a5e-8e58-db686abaced3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ae36b2c-21ec-3fb5-9ff0-20c95bac8921_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7aef8960-9bc4-3925-8b43-95bbbd970e4c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b09934a-b9bd-3ab8-b36a-f89b3363f6f2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b0ca42a-f67b-34f6-838f-ab8b7000855f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b172362-3ab7-39a7-8eb3-b86035307e31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b29e21e-6d4f-363a-bc71-c7cfbeb462ee_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b2a8ac7-aefe-3404-95cb-a9b0df5a6361_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b544140-dc6e-32f3-b85f-0373ca360911_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b61475a-ac6c-3173-aafb-f6bfe42bc0d3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b693b6b-5d64-3c0c-a75a-fa859523becc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b6d5a4d-42ac-35f2-824b-619b45fb82cf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b7dc1c4-8344-3460-8933-1c4d1229f47a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7b7f9d84-f7c7-36aa-bc63-1b2a635ae528_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ba850d2-97ab-336d-aa30-f1523bd801e1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7bd666c9-8b8a-38a8-b385-20099454f2e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7bd9b7f6-f183-38ac-8271-fd0c5a44c416_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7be9334f-9222-32ed-a262-c35de88e4abc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7bea4d89-ac5e-38ab-bc55-04195690d36a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7bfb8e40-3615-34c7-b438-da779f912180_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7c3ea334-274a-343f-b8df-9f10de34b2db_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7c3ea334-274a-343f-b8df-9f10de34b2db_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7c515da7-452d-3c96-8206-eb033a317a71_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7c5e6e0d-af57-34e4-848f-fd0eefb5d30f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7c8a0f9f-73e9-386c-b1d8-1eddc9f0bd6b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ca20094-8381-3cef-9e27-6e4dba0ecc38_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7cb2fe13-aa05-3bd1-ad00-c92653c8337f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7cbfbcee-4ec8-3405-8cfb-09d13d4825b5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7cc969b3-aaaf-3796-af76-69d9d5c1ea57_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7cccd92c-463c-3398-b346-ac70a8eab3f1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7cccd92c-463c-3398-b346-ac70a8eab3f1_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ce4a3dd-b676-3f8a-9532-90b8a07a9bcd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7cf0af58-6860-3a0a-973c-61da49eb664f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7cfbdd51-fbb1-348e-83f9-70e7274b37c0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d068810-e568-39b0-a07f-5d3230962e82_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d1a4e5e-8b72-39da-b01e-2e96bf285b2d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d33a3a5-eca9-3626-b9be-b78735b87b50_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d4415be-f5e2-36bc-925a-9f4a34c77c91_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d51592b-48a3-3ed1-9a02-0dcc1755b921_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d67328b-c4e7-3bfc-b825-53189fa5b251_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d80094d-d018-381a-9e62-3c32e473c38e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d8736d5-e78b-3474-a9e6-d1427d2edec0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d96cb56-1071-3241-9d3c-c12d38878426_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d98d9ac-2d4a-32b1-b180-ae824d17c932_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7d98e88c-a4d1-3fcf-9d79-76dbc685f340_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7da5ee40-9724-33aa-ab2e-85174e615f2b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7db5030d-d394-326f-aa16-9ecde7d36129_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7dbdc1c8-0a95-3022-9a06-ac8ba4588779_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7dbf65c4-7e62-3438-90f3-afb25fe95b24_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7dc4b11e-b7e5-3b90-8aa9-0bbc70453bc0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7dc74ed3-e4b6-3ca5-9085-345d5b59fdfc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7dda1af6-3368-382f-bb30-ff512f46a449_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e210bf4-4a86-3eb5-8c16-e9ffd8b6b3b1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e517a59-71f7-3fd5-918c-866ddb87963c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e683710-d2b4-36c1-a018-94c5bfe84312_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e71e366-84ad-3998-b3bb-3bbc60ca00e7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e7a72bb-3ae6-3c01-8aad-7eb07204a7e5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e7e8d94-6275-327f-b96e-ddfc5f184606_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e965183-0c17-318b-bdb7-c8ee46c3121f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e976251-eb7c-35b1-8d15-ef4ac0ac7128_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7e98f32f-a678-3c5c-84fd-b4b7e9011f75_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_12_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eae9cf1-c21e-31b3-b45f-8078cb813c3e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ebe1cee-8203-395c-955f-282bf4733b74_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ed40f75-6a6d-3817-a7df-21e48151ff0d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7edd4fed-b397-3376-be73-80259fd5dd02_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ee4d624-0bb4-32a2-bd6f-8e05c6a2d23c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7eee8dd8-b9b8-3950-9211-c4b74a5103a5_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ef42cca-e073-3e47-bd38-07bc062a8214_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ef5b823-444b-35b8-8f73-2b3e8e3e7fc7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7f099971-5cc3-344a-83c6-e15ff1c46ade_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7f1bb160-806e-370f-8bcc-fbe55140fb5a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7f4b406f-fb40-3bf7-b913-2746bc088cf4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7fafb93f-f0d1-3442-966c-ca9f97dc6755_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7fb35d88-ea70-3163-89c2-9f6df764ec69_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7fcd8541-e9b5-338e-a12c-31255f231de2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7fd79495-99d7-3cc7-be2b-21e669f40b25_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7fe78019-859f-3aad-8ace-1588396aac7a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ff1c986-8563-346b-9055-b1b43cfe1325_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_7ff8333d-6a5d-3509-a389-37ebabb9ca5d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_800bc3e4-e688-3e7e-9feb-f4799b65cddf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_800c5a53-a24d-39cc-a861-21cd6aceac6c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_800ef188-e995-3b0d-b6d4-f01500d29648_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_80107aaa-7939-3d56-9370-2c8b7851226a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_802c4845-6ae4-3665-9a3c-9d3fe6a200ae_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_803fb362-9386-31ad-9569-479b6ad296ac_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_803fb362-9386-31ad-9569-479b6ad296ac_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_80423da5-750e-39bc-b6f3-f844b7f2a5e8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_80423da5-750e-39bc-b6f3-f844b7f2a5e8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_804e8b47-1987-3080-994d-a3cd946feaa1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_80584982-eb59-38c2-b8ff-ed9e3b2ec77f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8059d076-0572-3c77-9d5a-83008a89880e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8059d076-0572-3c77-9d5a-83008a89880e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8062e15b-b3af-3f62-b2f3-5675de88ce5f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_80763952-0836-334a-8153-87c0133eb914_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_807e9e43-dfb6-3cbb-a988-d2da45140bf2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_808dd851-45ee-3a56-9db1-840a7c9c1249_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_80906a11-e3bc-3535-8f83-4e7815dfa962_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8153f0c7-b68c-361f-bd46-d5966a5058bc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_81812aae-3b81-3491-bd1f-8de6ea713150_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_81824c4b-565e-3237-8a6c-5a14229110a4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_81c14008-8115-3938-a0d8-e3191663f6f4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_81c96a1c-cd27-3758-b663-527fc16dd2d3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_81d0d18f-7957-32dd-9a89-af263a17a0cc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_81d1fd1d-f3d9-3ced-90fa-6c6d5747928a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_81eb6c65-ae57-3b35-b5e8-32e85874a913_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_81eb6c65-ae57-3b35-b5e8-32e85874a913_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_820d8727-dcf7-3fa8-bbd6-57f9589c4ede_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_82102a63-7e40-355f-81fa-f653ac4fdaf4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8236e6c1-6f12-35f5-bfc5-7dffffe13b0a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_82621753-5b46-3216-9890-ab1b3d2ae329_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_82621753-5b46-3216-9890-ab1b3d2ae329_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_82714d38-054f-3b2c-bb05-26db7ef0517f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_82bc3bd8-ceaa-3432-9ba6-9d709f3df9bb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_82c425f1-e4a2-3d4a-b60b-189e6161ed43_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_82d7f685-af69-3cad-8aef-e2f0a3272e0e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_82f6cf47-2ef3-3e61-a0f3-b6dd879e7f67_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_83053361-deb4-389d-a9ed-8b6458d80be4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_83578933-5a22-3d2e-a2b7-e15cfe550d5e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8359a073-f752-3308-8010-c7415c3ab963_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_835a07e3-774d-3647-846f-adb57086caeb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_835aa362-0ac0-324d-9601-630dedfac6ac_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_83639434-95f0-381e-a356-c21d4a91ae19_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8365b758-293a-30f2-a0aa-1e1ce83f6bca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8398a7e4-febe-373d-985a-99e49f3d8285_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_83b49699-a13d-3618-a72a-c713365973d7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_83b4e80c-3bf4-3eff-a951-804733a37e51_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_83c68493-32b4-3d72-88c0-0352399a86e4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_83f8e49b-8d84-3d10-9874-8ee0aef3604e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8401553a-9437-3b04-8b4a-5d7d97b3647c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8411116c-e4ba-3d86-8459-b942f0735bee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8449c847-94c1-375b-9040-68009f0516d5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_84537034-13d5-38f2-a501-fd78b33eadb4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_845dfe86-fa24-3ec0-8223-1253bc45e630_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_84652392-5a12-328e-b8d9-550e4f635338_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_84ba9573-775f-3e79-9156-e555b75155e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_84cee409-c3d3-3b5f-b778-e5d82cf34ad8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_84de6089-fec6-383c-ad8d-00062e1688b5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_84eb64d1-c971-326c-8715-f8effb18c942_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_851cd321-edd4-30b9-99ee-8d773ce87ba0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_85261803-57b7-32f3-b556-1a8bf3777f48_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8528df10-7597-3456-b8cf-72ea9e83db78_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8540c2bb-4bc1-33e7-82f9-db9468277f41_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8543169c-27db-364d-8add-44c7afc50594_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_85451fc1-db20-3ef6-ad05-41ecbecf8fb4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_854d9668-404f-3661-8b3a-50694290266f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_855fbcc7-85e5-3dc6-863a-b2823f271159_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8569da13-593e-3982-8a94-12eabd75f25e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_85833c64-ecec-38f6-9fb8-b5b44b50b292_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_858394f3-036a-3d62-bc64-8d345ad76ca4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_85861777-3ee8-3ea2-9a5a-03501f8e9a60_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_858a87b2-4945-3f6c-a8ec-28f5bfbf4062_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_85a74d39-c8d8-3be9-8227-851ec67cc998_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_85dd1278-5c97-3836-a262-c428fa0700d4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_860179cc-7916-3a3c-9b24-c01a12198273_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8611edf2-cef2-3b62-bd22-15a6229a1233_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8633aeae-bc61-3db9-9a3c-f11a293aca64_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_865636b7-a091-348f-9606-680b2941fc8f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_865f8d37-e161-36cb-a6cc-a76a0c696561_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_866f4248-5bd0-35de-a958-32fdff51ce06_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_867c712b-497d-313c-a745-a96878e9c85e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_867d3a99-f115-3767-9669-7a3944950e76_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_86934bc6-596a-3acf-91e5-ad7c0f9f87c7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_86b50c7b-e712-3189-a950-dc527c3726a3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_86bcde85-e623-362f-af1b-6ce53c58e082_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_871281d9-626c-39c2-b5ef-2bc5621d8965_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87244382-d808-3b7b-ad5a-36f2f2499605_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_872bee45-d0a8-35fa-8023-41c139a10bbf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_873bac32-22ec-31d5-8b06-ed1e1312e376_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_874f1a85-fc5c-3696-ab11-200fbc4f896c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87550e22-d48b-3a0d-bb6c-191389bed2c7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_875a2de6-9a02-39eb-bdfd-baaa47378ec4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8764d3fb-b4a8-3f66-a840-472442d9478e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_877252cb-feb7-3dea-bab5-f64358ee5ea1_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87776b17-ea67-357f-afbb-6c5486dca0ca_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87776b17-ea67-357f-afbb-6c5486dca0ca_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87776b17-ea67-357f-afbb-6c5486dca0ca_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87776b17-ea67-357f-afbb-6c5486dca0ca_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8788b247-4e87-3ac8-8945-827fb2cee565_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87ab3e2a-8fb1-340a-945b-8a61b4482fb1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87ccf5aa-77ef-32c6-9f67-3def96c28b7e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_87f16005-3910-37ba-9df1-7913092c94c7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8810d1d7-f5cf-3794-b831-09b559e797d6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_882fc261-8230-30f9-8ba3-f0016c521104_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_882fc261-8230-30f9-8ba3-f0016c521104_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_883428dd-ffbb-33fe-a655-a6412d992643_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_884f741a-83fb-3dc1-9adc-b635043077ec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_884f741a-83fb-3dc1-9adc-b635043077ec_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_885f9545-01f8-383b-978e-376e9d237fa6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8863e472-8ec0-38ac-a743-2b075649b423_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8870d85d-efa0-3455-803c-1ff32bf36385_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88948c74-9588-3a62-9751-4ff298fd8223_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_889950f8-881c-3170-aaa7-1760aee07229_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88b497e0-1301-30e3-9bda-40058482c8df_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88e76ea3-7134-3523-8c69-23f3d1e4dbc0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88f1bd67-949f-3256-a1ac-d53f699d2169_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88f55d25-39e4-3bb4-8a2a-c53691408a27_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fc82df-923d-33d0-b73a-d728f07a16c8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_19_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_29_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_88fe93ac-17b5-3145-8ee1-c9331b3dd51c_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_892585bd-ea08-3d6a-b595-daa5f090d899_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_892d72b4-3c34-3efd-8b21-4e32c02e4823_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8937fb0f-203e-3013-9a08-dc9d4bc6f42c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8937fb0f-203e-3013-9a08-dc9d4bc6f42c_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8952c6e1-d4d8-36d9-80ef-4132fc442619_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_895408d0-94b8-361b-a15f-2e88a447ad48_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_89592a9e-e7eb-377e-b788-b94aae182645_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_896563b8-32b3-3acc-ab54-39222fdcf0aa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8988aa11-6ea1-31f6-b2b3-b26348dc4e00_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8988aa11-6ea1-31f6-b2b3-b26348dc4e00_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_899fe339-d408-3036-83b8-c2a9f8298287_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_899fe339-d408-3036-83b8-c2a9f8298287_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_89a02b1b-94eb-33a0-af8f-c72e172c017b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_89b477fa-a9a6-342e-9d85-961fb1db786c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_89c1067a-5c89-3838-b0fa-3996dee3e1f8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_89c71524-bb46-3453-ac86-3be51ebbff55_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_89d8ba57-cce8-3b78-b726-8fd5aa72b3b3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_89f5872e-e9fc-3a50-9164-6104dcc394ce_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a011570-654d-3d64-a7f5-a07467559e60_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a095bc4-4a83-308a-a835-643cff80ebc4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a1966bd-c4bb-3fe3-a6bb-0f70e658019b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a28aa43-37c5-3393-a697-97165dea4ded_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a2b13cd-3c7e-3aea-b432-c8bb3bd943f5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a4b7148-5a1f-3b89-907c-f69eaa4bae9d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a4c9638-20e0-31fc-8af5-30950273aa1a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a59b74a-80bc-3b61-bbec-f55c3fb75796_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a69d281-ecc6-3715-9e20-c3b70f6cc1d2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a734a6f-6fd7-34ff-a417-ba97ffd03b05_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a7ce094-ad81-3c39-ad6b-62eb7fb7635b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a866543-1b5e-3300-b9fd-701009467086_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a95a0bb-0140-34bc-92fc-6f6e8f727fad_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a96b709-1be5-3577-88f8-5d911fbd4fae_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a98c22e-4884-345e-bbd6-56bbe31f1716_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8a9a37af-6a68-32be-8e9f-b555ea32b6d6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8aaed4a6-f740-31e7-9617-6b2d4a9c3648_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8aaf98b1-a0ab-3555-8e08-00962a2f67a9_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8ac29915-e96a-3fd5-91ce-bd5b5eff09cd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8ae944e3-0ed3-336f-887d-3bff4008a4bf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8aed0e87-877d-3de8-ab85-71e31064d592_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8b12f766-4433-3289-b29d-c1717f837de7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8b1f2a37-9a7c-350f-84b1-fc3feba4b372_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8b1f574e-5465-3897-a1b0-08f6fc621b3d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8b285d37-c742-3a3d-b5a4-aca4ddfb2856_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8bbd9a29-453d-3305-bba0-d45fac056a70_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8bbee198-7e19-3de1-b38c-6c4207d62de6_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8bd3f757-3a35-3de9-9c29-67907f0987d2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8bdf47b8-a053-36ab-8e8f-8f2f5b5df029_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8bdf47b8-a053-36ab-8e8f-8f2f5b5df029_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8bef492a-c593-382a-8cc1-8465b553857e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8bfa01b0-e734-3c7a-a95e-d7dced227101_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8c55ffa5-7a95-3c8c-8af7-272e58cec67f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8c7af0f0-3072-3468-a772-393848d5b112_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8c7b3b0e-b051-3719-be93-0657837ea6ee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8c8289ab-6e01-32f6-ad2b-cc92f4ea0ce3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8c8289ab-6e01-32f6-ad2b-cc92f4ea0ce3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8c884950-e3e0-31f7-99f2-0f9a32602c07_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8caa72d2-741c-3f70-9e4f-2bbcdf8bbb64_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8cb4802c-0561-3cfd-a575-73177fa35a56_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8cb5c755-16a3-30e1-b515-2c3b16bb67b4_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8cc4eba0-cc36-3670-8e1b-af6293e9f523_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8cf896f6-e7d3-306d-9859-45524f8d176a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8cf898f0-43f3-3691-9cf5-9d5880057297_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8cf923e2-ceba-31bb-84c5-81a9740f3349_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8cfc1b9c-420e-3d38-a92b-dc736317480a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d153e50-f161-36a4-ad2f-2939772a51bc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d1704bb-bf53-36d7-9088-395ebfa3a5f5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d1e88b6-1b93-3dad-8d80-cc34902b8bc0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d1e88b6-1b93-3dad-8d80-cc34902b8bc0_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d2e10f0-31b8-340c-9b81-65cde8e26d0a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d564c3a-e766-3cb1-9d2d-82cd0a43f8bd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d5b80ea-8894-365a-b09a-ad2973cdc1fc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d6c9781-9fb3-3059-a08d-1d46cd99c0f5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d76d5f6-2ba3-30c9-bcc7-714aca3ed639_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d871a44-93ef-323e-b80d-a17ea0165e3e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8d907799-5b6b-36f1-b796-e3675bdfdb97_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8da756f6-f5c8-3ff4-b579-698a0dd0866b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8dc32480-8c57-3617-877b-8cddb0151eb4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8dcdba38-95bf-374e-9827-0ef76d2343fd_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8dda6b64-275f-382c-86e4-3720a208644e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8ddf65c7-9d1c-3172-82db-c54097967075_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e03e99d-313f-3799-9efa-3a7854766ea5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e1ef404-d3a0-3b17-bd6a-4e5675ed6ca4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e304e18-6c51-3dad-ade7-73658746dd2e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e4789e2-75d5-38cb-8122-d71ab82bf5a1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e4e0e96-679c-3fdf-b6bf-77f7afadee6d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e5baa41-659b-363e-a48c-4f9805da9db4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e6a1626-ab9b-3b79-8a22-a05aeae2dcb9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e6a1626-ab9b-3b79-8a22-a05aeae2dcb9_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e6a1626-ab9b-3b79-8a22-a05aeae2dcb9_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e751bbe-e1ca-3311-a221-96d3ff710acc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e784d21-78e0-3e95-ba66-c7d2fcffe6a5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e7f42d1-0ea2-3d48-b217-f3a62941e6d4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8e92f0e5-f985-3b30-9589-8e6735bb3ceb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8eb3eb8a-430c-366f-9e2d-32daf7cb62e2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8ee2b3b5-ad71-3933-adfc-1ffef6e8e47e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8ef33c63-d079-3d47-a339-48513104a881_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8f23f6c5-4133-3708-89da-c0ef66a084e4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8f6a6623-67cf-3067-a507-0d311923faaa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8f70fe81-98cc-3b89-8c62-909faf641238_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8f92ed67-4396-3fa7-9fd4-145c94344a68_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8f978b3e-142d-379c-804b-eabf9cc35100_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8f9cc746-5478-34d5-a048-7fe45442a6be_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8fabeeb2-c64c-329d-8da0-b5acad34a86b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_8fda504c-1f39-3e24-81e2-a0546c19fa4c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_90026aab-022e-30d3-8691-6205f4336976_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9011f5de-006c-312d-86a2-919926b4a035_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_901e0ffd-b33a-3ab8-848b-56698e61ef65_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_902cd560-c623-30bc-89a4-6c7547f665be_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9031e5d7-5bcb-3be0-b7b5-7bf1a25e7906_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9040b372-c776-3a43-9a7e-b0bb6a741488_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_90572001-e574-3f3f-b240-dcccc6cc805f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_90669cf5-8d00-3e48-8b9f-9f5f9c75f2b0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_908817b5-bace-328e-ae63-88012962c6c2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_909ee3f2-93fa-3aa1-85b0-c4bb8faf2c56_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_90b5155d-2396-3d51-a25a-bf45ad795cc2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_90e309bf-023a-34f2-895b-187a88db769e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_90f8a11f-50ca-3114-b811-bb079e28d498_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_91013682-bce0-3b39-b9da-11a18655f576_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_91134861-8c4a-3767-8745-11d3d01421f6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9128d2db-7174-3527-9663-d6b18da0a249_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9143e3e5-69e9-376d-aba2-543e1dfe8de3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9182bdc8-826a-334e-a95b-5e4d5df9a43a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_919258f6-ec33-3f50-b2ae-f2c5e57a2351_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9197af48-becf-3138-8f97-861663cb1347_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_91a21fdc-6ec0-3677-9900-d52509bdfc8e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_91d38ca4-8d75-3ef4-a821-9a7826383b61_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_91f0e210-72e4-3b2e-ac00-db30f08503ff_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_91f1a6fb-049b-3784-99aa-6ac3806e1ef1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_922e618c-52dc-39a1-b3a0-d298e2996733_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_925d6341-d40d-306c-9774-286afe0ac3a4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9284bdb6-406d-324d-a107-290daa27a530_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_92a0d801-072e-3702-9346-f0d59c4138f9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_92d1f65f-35e5-344f-a46a-5382feed6ee1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_92d1f65f-35e5-344f-a46a-5382feed6ee1_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_92d43628-dadd-3a45-9197-7e8d94205aca_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_92dd36e7-9f36-3f41-94c0-8499de921f13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_932cee15-47fd-391f-bd42-b7d6420f625a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93362809-8621-36b8-b496-9fee01e98197_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93531956-075e-3daa-a89d-bc93c7b9c078_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93654f82-e569-3829-8578-d695b23b15aa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93769fb6-3a35-382f-bd8e-3fcae4027680_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_937cba13-3a7f-3f52-a37c-5a5de45b438d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93b232fd-ab45-3cad-9ab1-3c33880de613_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93b47651-2da6-3a1f-abfb-666600e9b904_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93e4fdfb-eee6-3199-aeb3-c7e37ac047dd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93ee8139-0e24-3343-8a22-5a34797fbf5a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_93f0f3f7-1450-3ea5-a7f9-8bf053840933_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9403529b-9352-3265-8715-da5b79064eb3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_941582a6-4bde-329d-a53b-5789e745f66c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_943dd36e-3861-3b44-bf95-3de5e4ce2112_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_943e4ae9-3155-3425-b09d-0ea19573761b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_944769ef-8d06-365f-8d10-08565a2248e3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_945ecade-1385-32f0-93b2-b9c83dbf0dd5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9460c7dc-3282-36bd-9b5e-08448f94299a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_946a833f-0099-3974-96e2-11f2b58fca3f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_94737a1f-7276-31d3-9fa6-5978a111dfd8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_948ae6ea-a5db-3442-983d-8aa6c5492382_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_94a4ba10-8f8c-3846-9d17-3b36d9e417df_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_94d4a4ee-13c2-3ba3-bc2c-9acba3e4cb99_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_94d7d82c-7efc-3988-bd1d-be0f42afc38a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_94e41f03-c3b4-31a8-9e35-bc1fc3cd37ed_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_94f31cd6-6ecf-3272-9062-9a7787cb1d98_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_94f96c80-8730-3719-bb9e-c7ec40729d5c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9506fedb-9f02-3a08-99b1-7b9b88d7997a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9506fedb-9f02-3a08-99b1-7b9b88d7997a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95518c64-1d85-3d68-9552-84c0e72025b1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95599605-9e90-32d2-bbe3-a1305c95cc93_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95689b1a-4037-34a0-9ff4-6983f0d9fa6d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_956e1b2f-389c-3d42-b6d3-4b40168c0da1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95708021-4918-30ea-8944-e005ca5cf014_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9570b715-253b-3912-ba06-d9b038909258_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_958b484a-a066-3684-bc13-d9eeb8c5fe98_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95a27af8-d7d6-33cc-940d-ba0282f9a1cf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95a27af8-d7d6-33cc-940d-ba0282f9a1cf_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95a4b3b3-cea8-37c6-9d07-3a4280b4a18d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95acaeb3-bda8-35b2-9c1b-dd670bf5d61d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95afc975-c637-39a2-9dc2-1993a8d3f405_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95afc975-c637-39a2-9dc2-1993a8d3f405_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95b8104b-770a-33ef-9b4c-c67d5705f963_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95f4dc4d-2b2a-3162-9888-a9159413df11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_95fce19c-3a38-3941-8187-72c4c0e56606_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96085940-6422-3d6f-ae84-2eb0a27b7d1b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9615b88a-6aa4-3a44-89c9-5e14267295f0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9622562c-7374-3b7e-a615-c7d2d9791a77_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96635772-ada9-36d2-9e65-b1d7b68e7a35_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_966b85af-3368-3f79-a2d1-bce6f05532f0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_967f71fe-7f1d-39c1-a408-a4a2b092f805_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9685cecc-0e20-3f92-8d83-7a836568eb70_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_968ca0e0-f91c-39ac-aed0-f29e895d4688_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96a1795a-98b5-3ca2-a43c-4ae42583bc51_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96a19d64-f1a5-3f1c-a3ae-160e8238716f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96a501b7-0bc5-3bd3-8f23-b41aa66a0863_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96c4002e-2616-38e8-bf21-8d3a7c50d88f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96c98945-ce59-37a0-aabc-5fdd4c82d8d9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_25_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_29_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_96cd2dc9-b588-3711-86b0-f9019bf48e3d_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_971e7ec1-6a17-344f-91ed-1cad49fc1b8c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97314548-d871-3930-832f-cdb46d635bce_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_977ec8f4-ac2e-32dd-a472-4a5b553ecf4e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_978dc52d-6c67-3369-b2be-b81410dd6261_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_979102b7-d5b9-3b20-95ba-1ad705909042_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97941b4b-1dc5-3566-bc4e-d82010517457_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97ac5a4b-11ce-30b2-b635-1920191c8ce3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97ac5a4b-11ce-30b2-b635-1920191c8ce3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97b12b8f-fdc3-3214-b60e-4b83bada691a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97dd3e54-bcc2-3cba-8cd3-eef134026b3d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97e2c9aa-6279-3cee-aeb2-0fde66a3ddd7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97fcba40-f16c-39e6-bfa4-d1dd82616f7d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_97fe4928-0f4b-397e-93d4-c31f18d470fa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_98056d00-1536-377e-a13a-0376f42c1553_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_980bc504-0cc3-325e-95b0-a8554215138a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_980dec23-931e-3399-8bfb-2b321c7bba84_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_98258aee-a42b-314d-8c01-5b80e2d16a0a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9844f047-b74b-360a-b334-59983b46fd1e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_986496fb-c07b-3efc-adb0-d94b692d4ef7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_986717d4-cf0e-34d1-8a74-d57217e2eba3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9878cd31-d007-3159-9b6b-47bfb8091fe2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_989f9f9a-0dbd-32cc-b42e-23853189f29a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_98b0a8ae-4cab-3d4e-918b-a15027655a9a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_98b8d86e-2cb1-357d-a81c-4bcbebd18ce0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_98c35b0d-91be-3a87-9147-c29011cc7d85_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_98e9e1b2-c4d6-38ae-924a-0b7fea2933a1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_98f07532-7d81-37da-92a2-b795176eaff4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_990074f5-eedc-3a13-ab38-ed0c8bfaafa6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_991f8b97-484a-3ce5-84a7-3c853b7f174e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9927dd6a-c4d1-392b-b9f6-b12731f2ea70_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9947adb9-43d9-39b6-8a44-fcd739e6447a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9991f133-c2be-3092-808d-1283bf721bc7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_99cef967-2583-38fd-b067-5328549b1912_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_99f2e1fe-87bb-30cc-94cf-bf5ccdf95374_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_99f6ebd2-7ee0-3f1b-b6f0-ac7f0b001fc4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a1a535f-e18a-3fac-a854-a9c99f22192a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a239014-8d61-39a2-8eec-b1d943d04dfc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a2c9363-1a2c-3edc-b828-35e9dc92134e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a5a2c9e-418f-37b1-8598-d235a7a902e5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a69ec15-8eaa-3010-b460-252090f4de0e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a6ff278-2849-3792-a40e-032ef5a43ae0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a7c341e-7fff-304e-9997-fbed7b9ff42b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a8ac91b-b95e-3ed5-93eb-82f3a6ed7e45_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9a9b277e-a40c-3fde-8505-49f6dd431d25_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ac858f4-039d-39be-a505-2532d16e6a9e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ad255b2-e4a6-3d28-851e-e1c96e398964_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ad8e3fd-c1e5-3ea0-8bf6-c4f7e7d369be_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9aef95f1-ed7e-3dfa-b0be-adbe8d2835f4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9b24a337-90c5-3245-be89-11de9826a8bd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9b353c6a-28ce-3b31-9f6a-6eef572eb170_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9b353c6a-28ce-3b31-9f6a-6eef572eb170_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9b56f945-6249-37a0-8ab2-a63e6c0b819c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ba8a4da-ba38-39af-b79b-9b6cd15dfdd4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9bb81154-426b-353c-8b1d-6472372438a1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9bcf2a87-ae01-36e4-bf68-09f4349f2f99_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9be4421d-1256-3658-85bc-c1c3ba3fabbe_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9bedb884-5ec8-3efa-a96a-8ccb83fa3491_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9bff2371-e5da-3db3-955e-250d6132a679_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c034335-8f9e-3a66-9e58-96e5e4075d63_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c094922-2450-3b1f-9938-9c86ac2ed16b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c1b274b-ad13-3b43-a15b-25aae3b3de85_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c2080ce-6cbe-3c06-b3bc-e62e74a1d9cd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c23daa2-25e4-35ce-a9a2-88193b76ee01_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c2bf1f0-117e-30df-b694-a4bba02fb7b5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c61257e-8311-3db6-a6d5-ab4c0653b491_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c675227-8abd-3e46-bca8-288e3d562096_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c7e364b-b171-3c0e-a06c-5e142b637991_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c878569-3625-309b-85b9-9c71d8e71e3d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9c8a3218-cb7e-3957-8e3a-492c2a9d7fdc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ca1c906-b3a7-3ab5-923e-62b4047199d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9cabfa89-8e39-3cb9-88ba-e6a7be554f8e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9d0b3a5f-a917-3ddb-8bdd-38f369bff363_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9d19c778-f98e-3b74-9020-7f02a8359a97_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9d3addfa-ec1b-36b4-91fd-6c3c11dd951d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9d3b7f21-5cf5-3ea2-9c17-657951fd0649_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9d5d01d1-8a7d-38aa-92bf-c720ad742c97_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9d6057f9-b0c5-30de-89df-f3a749d13a41_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9d68af2a-2023-3fb8-beee-1c4208ad660f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9da8840d-888e-343b-9a96-9490419fc1d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9da8840d-888e-343b-9a96-9490419fc1d5_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9da9c294-94b6-317c-836d-6d4d44347e3e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9db5ff0c-4d78-34fa-8a52-bd52c7f6a771_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9dbcef80-b7bc-39df-b57d-76c67be3867f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9dc554a6-d798-36e3-a087-2f8bfda4c189_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9dcdf52c-fea0-3b08-b411-e899719a61c3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9dd3881f-2139-31dd-a4f3-25fa3048a1f7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9dd87cb7-d267-39b7-8586-b72e9ce2097f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9de064f8-440a-3408-87b4-5727d5b29449_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9e05b856-35ed-3cfa-9f92-93a25ca213cc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9e297da6-1c32-3f0e-97a2-ba5e88d4cc92_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9e2a7a4b-f617-37ea-8375-e2708bd7f244_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9e9410d7-5aa9-3577-85c9-08479a945912_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ea78adf-b6d5-3b4a-87e9-e579b288bcdd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ee2beb6-781d-3e8a-a5e3-c8714d731ca8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9f1f655b-a70f-3770-af78-773d51d587cc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9f3f4a1d-10d9-3e70-829b-64610837bd4e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9f601425-9eb3-328b-9981-a5cdb82473d5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9f884eef-9c0a-339c-97be-0f43030b6550_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9fb407b0-643f-3391-86cf-78c6267a5717_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9fb98248-08e4-31ac-9cb8-95cba924b238_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9fcbc394-133a-3750-88ae-4329b6ceb2f3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9fcee53e-6545-3515-9ed4-428181b5e348_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9fcee53e-6545-3515-9ed4-428181b5e348_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ff939fd-762b-3eb7-8463-07d17e66ab8b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_9ff939fd-762b-3eb7-8463-07d17e66ab8b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a0180eda-46a2-3d8a-88f7-fb962fb11b36_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a02dd3bc-91ea-3ee0-9787-e2dcc2f4db78_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a03687ed-63a3-3f09-877b-fb3301856f89_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a0489a27-bc3c-3f9b-acd7-bbdd4ccda3b9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a04f6981-0306-375c-8a56-277d0acea896_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a05fdbd6-4e98-3047-b521-bb1a767b13c2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a08935ce-70b4-36cf-adf2-bdb12c780377_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a0a58413-6b79-3623-978e-96e33ff6f057_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a0bc6e00-1d27-32a6-8307-9748a1f8c6a0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a0bc6e00-1d27-32a6-8307-9748a1f8c6a0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a0ccbf88-326b-3c2c-96d3-2f0187691b99_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a0f8a792-2672-3f20-ae4c-5ec0fd2250ed_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1131f74-754e-3931-b2be-c393700b53c0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1214ffe-15bf-3436-901d-68d648069a82_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a12eeb23-949e-3f34-b221-002b8745abe2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a158f9d3-32ef-3912-a7a2-034bf74abd26_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1649694-4308-366b-a5bc-3425e91a865c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1649694-4308-366b-a5bc-3425e91a865c_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a169fb4f-d684-3489-a0e6-ef5211c66e11_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a196efc6-f3a6-3dd0-8de6-db19b9f0e432_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1a2ef50-cfb6-3e7e-872c-1dc3db87ebd7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1d2e240-c0b8-3bd1-91ab-ecec846caa27_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1d4ab15-7fbb-3529-b9bd-3ff91321cc3d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1d5c029-8658-3004-b942-b9c301dbdcdc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1fada78-9916-3c76-9a9e-f55678e246fd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a1ff6305-d2e7-33ac-bd7b-68ce6f5ae61f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a20aef26-11c7-3eab-a690-fdfd198f5adc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a25e7af6-77cf-3238-8c51-dde8ae12e587_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a2695f8b-1455-3df6-93fd-7e0931346e26_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a287891c-12b7-3b03-9ca0-8deab92c3a64_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a2b3b96a-f7ca-385f-accd-0b9525260194_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a304f8de-e830-379f-b039-8d2f37036ddd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a31a223a-7c80-3c15-95e4-0a1cf94fc181_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a31f7883-8a4f-3b75-bde6-1f120c42e913_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a348e1ee-8f18-314b-838e-6f4c1d54dc2c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a380be84-1f23-3715-99be-d2de831a7039_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a392a060-cd82-3bd6-882c-9d1038daef20_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a392a060-cd82-3bd6-882c-9d1038daef20_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a3a8cc91-2e40-3db7-9951-ba15266f52a5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a3b23ef2-7706-3512-ac6f-9ffd239232ae_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a3c5cb8f-0530-3116-ad12-293743c42d9f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a3d37284-668e-368d-97e7-2f37e1490b61_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4056b80-63df-3f39-9c78-0e4d38fe960f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4077bef-d2fc-3d9e-96dd-b6d2c831e835_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a41a8bd2-e45e-3a93-8ad7-2cf6c659e007_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a422f4b0-cde6-3d0f-a493-b6ee12f33e3f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a42706b7-46a8-3b5b-9881-a5ebfcf5dc14_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a42b9f17-155d-345c-a44c-ee52dce6835f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a436ff26-21c2-370a-bad9-9361872bf857_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a44e0219-e0ce-322d-8919-412f8f7a8c50_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a45b92fc-6d10-3828-b658-c65d5446d380_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a467d22e-ad7e-3c6a-8b99-dacbbf35d8d1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a476b456-0504-312a-87e8-67d8bdf2d5c0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4bd1121-de7a-3d6b-8550-a48e476d5e23_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4ca8932-fa5f-3817-8a21-b7a6b343359e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4e09160-467c-3427-83b5-cce66925c10b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4e14da1-3448-3f66-91de-6379f20cac30_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4ed3e9f-fce0-3eef-9be7-2bd7dda02712_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4fa2468-70e8-39e5-937f-d6ebbf6a5e97_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a4fb9214-6e45-3b46-9c9d-19aa10998d25_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a516f4aa-9e36-3744-a454-71e03ad84e09_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a53da1c3-bcfc-3184-852a-348bb0199794_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a54450f9-367e-3f85-8406-a7ad74e4efee_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a54450f9-367e-3f85-8406-a7ad74e4efee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a5688df6-622b-3db1-9498-029d26464a21_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a56de6f0-3cdb-3529-8309-84964bd241d9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a58117cc-6a81-354d-9e64-3840e1390b6f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a5966846-4f2b-3b69-b8a2-a61d6891c70b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a597d78b-82b3-3ce1-9dd5-e085845045e6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a598aa3f-0f2e-3bec-8f1a-858632b5fa54_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a5aade38-879e-3172-8040-677becf993df_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a5b10983-1255-34f0-9adb-6654d3be3b0d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a5b9c0fa-0d84-3ac2-a917-5e69e69abcb5_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a5c2bed8-4d78-3b72-86a2-084d420474ea_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a5d81ecc-e87b-35d0-8f8f-42cd0d1633a0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a5ed8e37-b91d-3533-826e-892b96284ee8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a61f8076-05a2-396b-866e-c5db5812a556_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a65be137-c455-31ed-a307-3a3279b10ba7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a668a4fb-4460-3460-bb61-906d6663b4fe_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a67dce0c-165a-3e0c-859a-961c2da73fba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a6a45481-501f-3d08-8079-397542ec9fcb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a6bab5be-ac6e-3469-a1e3-ce321a664f75_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a6d04298-ed30-37cc-b151-df40287ee5b4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a6d146c1-7b79-3c21-bc2d-b95ff89c9838_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a6d89365-364c-3f90-aaaa-59b955a2f2f8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a6e41139-dde7-30cd-a3a3-6cffe6fbf761_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a704a859-4511-3fb9-b8c5-c0ca3c99180f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a70e69ea-e954-3c35-96ba-f366fee55688_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a72db35f-b09f-3060-9073-5fd2fc1a4127_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a73ac234-799f-38fd-85b0-13a690266d5a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a73b4e10-c60a-3430-9418-e6f9820eee70_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a747b238-854d-3f2f-af63-c91e1d32ff4c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a758dd5f-a9db-3ae0-bbc2-24d54db25395_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a770c175-b9f5-3883-b697-8face3a7ac0d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a78f0a38-cb89-3a10-ab9e-c632a388d394_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a7933f56-8118-36be-957c-3b12a415d680_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a7c1013a-e8ea-3436-ba71-99b26b27baf5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a7ca1af3-676f-3a96-bffa-e15b83ff021f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a7cf166f-a46a-3f45-837c-1d0e0b5644b4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a7de0543-d0e1-3395-ba26-cfcc847a0364_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a7defe45-2735-39cb-89ec-4bf086ee03be_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a7f80bd3-8929-3496-b7f5-780b42edae56_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a7f80bd3-8929-3496-b7f5-780b42edae56_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a819b0d2-db57-3f48-a374-e9f5430ad1a8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a8356b37-0724-3979-9097-f8d9b846402b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a84c2cbd-1023-3038-9906-4c0a8fceaf07_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a84c7708-65d5-3551-9780-bcf7a6955437_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a84c88e8-e30c-365c-be8b-8274b04465e5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a85ca037-0d09-3dd6-935b-74212a7acd8e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a85d6eea-efa9-37a7-93a1-5523dca69f7f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a883a411-c9ae-319d-9eb2-78dd53832121_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a883a411-c9ae-319d-9eb2-78dd53832121_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a8a6ef7e-547e-346b-9a04-4478103de561_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a8b41f20-6005-3626-8a64-2ded0da1c6c8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a8c6f560-21ab-37f3-a616-98bb955da44d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a8de0c98-d19c-3634-b238-f5ff748ac8df_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a8de0c98-d19c-3634-b238-f5ff748ac8df_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a8ebd526-7f6b-370c-a904-16be96974c8b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a8f9844f-de00-3161-aac1-92c3131fe467_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a913254a-d1a6-3102-b64f-925987c73dac_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a927c488-96ff-395b-b084-79ca5a1e4e6a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a95f3987-56a5-3c71-b210-0194580c9047_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a961e2be-2d5f-3240-9c53-fba5b66d2007_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a96eaadc-ea52-308d-bea5-fe2c4a695899_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a9a33b51-397c-32a9-8509-4a3d303377a2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a9a988db-e171-33f8-a315-e1822032eba6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_a9cd96fd-bb13-37a9-b9f6-d9ab9216e747_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aa0bd485-dbd8-36dc-b6e8-bfac8266d3cb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aa46dea6-7b22-3473-b33b-2f97f5b20121_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aa499d77-b96d-3a3d-8d13-5377bc6de570_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aa6e9edc-acf5-3424-8294-a054c8c2d872_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aa97792e-6a81-3f60-b31e-450512b762ff_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aaae5307-90f6-37f5-badb-86a0d3e3999c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aac2e6db-7765-33b5-acc4-e694cd6788fc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab0a1174-54fc-3b45-b1fe-c0636e020acc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab208617-774b-3503-ba33-d0e941ca17c0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab22e82c-2c78-326e-8af1-9ef28f0cfa81_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_12_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab54560d-ea2d-3e4f-8bd9-a54af4b0013f_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab5cf8c2-a20a-3edb-a27a-907246fa97f3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab65ce79-ea3c-3567-91a4-e0e53e47fec9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab76af02-fa8e-39af-bebb-fb8300583018_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ab93bc6e-c2c1-32b2-be8a-dee2163592b2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aba96c92-f6b4-3668-a280-c850444c91a4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_abbe57f7-497d-36fb-a8e8-89c7d25ae20d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac072949-61dd-3c62-8304-bbae34a07960_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac33a70d-b4c5-38b5-9961-4d87ba3c555d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac42dc6f-5399-369b-8cc2-f350b2b048e1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac59f70f-5f03-31c6-b008-46ec185969ae_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac59f70f-5f03-31c6-b008-46ec185969ae_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac5eb609-43cd-32c5-90ef-c76abbbbacca_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac654db5-35d1-3190-a24c-233e0c4c6f5f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac654db5-35d1-3190-a24c-233e0c4c6f5f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac6d1edc-8919-303a-9d9a-8842becdf430_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ac940c4b-818d-3a04-aea4-c525b363f875_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_acd3f968-1fa9-3a20-8710-67ef6b66946d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ace3b279-92be-323b-9977-7cd73de21ce3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_acfbe9ba-9644-396a-9009-5468356abb1f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_acfd74fa-5157-3257-826c-b0448a2e1900_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad0b63f0-884a-3f1d-a54a-f22bb57e60c8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad2b04aa-259d-36b3-a91c-a75e14612a1c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad5826dc-bc82-3c51-9b1d-aaeec7563cef_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad674749-e2da-33e4-9f69-59f865ad3036_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad7376f7-2d08-392f-bae5-922dbb414188_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_14_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_15_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_18_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad803fda-af30-3140-bc78-8c0a5fc6dfec_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad9762a8-65f6-3ebb-998b-77c229ef36c9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ad9762a8-65f6-3ebb-998b-77c229ef36c9_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ada09377-ce89-3a71-adf1-69262bf9d126_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ada25224-5067-39a0-936b-bd5868a85d4d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ada9ff7c-89bc-31f0-bc68-7d9809ea605e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_adad7556-5c6b-3100-9e6e-d3f4fbe2c6ae_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_adb01def-1ec3-38c7-beb6-eaa99c37c291_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_add4c715-36ab-3a56-8187-71ad402ca664_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_addaf379-36f2-34fa-a2a1-af7333bd6eb6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ae095dbb-af35-30f4-a6b9-46339ec73e5b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ae1da299-1172-304a-82c4-133b5cfb89e6_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ae1da299-1172-304a-82c4-133b5cfb89e6_12_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ae1da299-1172-304a-82c4-133b5cfb89e6_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ae1da299-1172-304a-82c4-133b5cfb89e6_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ae1da299-1172-304a-82c4-133b5cfb89e6_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ae8571cb-fce4-3893-baab-8751abdf352f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aebc0d2c-66fc-3ab8-aa33-987cb8129e81_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aeccdf72-293e-3e83-84b0-514ce6ffa1e8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aee1a4dd-8a69-30d4-ac8e-85e76c6459cd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aef51c39-1183-3887-b4d4-8cfe5464cef3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_aefbd2a2-d343-399f-b1a3-b160fb11d85c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_af30f167-cd60-329a-8e3b-279bca831a31_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_af30f167-cd60-329a-8e3b-279bca831a31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_af33f750-e615-3090-8a00-d3017189f70e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_af3bb08e-dd8a-345b-bcb8-1118f1b6bb87_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_af751715-695d-321f-a37d-bb25a678662b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_af88c0e0-ab0a-30f8-9aa9-d3da650717b2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afa04e0b-cd79-3717-b2c5-a92b0494f718_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afa6518b-0034-3f3e-8949-7b4325b495b1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afccee1a-ddeb-3558-8d03-16acd4767e94_10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afccee1a-ddeb-3558-8d03-16acd4767e94_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afccee1a-ddeb-3558-8d03-16acd4767e94_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afccee1a-ddeb-3558-8d03-16acd4767e94_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afccee1a-ddeb-3558-8d03-16acd4767e94_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afccee1a-ddeb-3558-8d03-16acd4767e94_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afccee1a-ddeb-3558-8d03-16acd4767e94_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afda7dde-91dc-3fd0-a0b9-b2da9a4ce4f5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_afdb4fa8-f324-361d-ad22-2444a76c9aa7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b00fb084-6d69-398a-b91b-64699afd7dc9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b0127bd0-70b5-3e08-827b-779ab2da15fc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b01b1861-e14e-33f7-81e2-12733249c4a4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b025d976-0ee8-3c36-89b7-ee5f44c7b021_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b026188f-c026-388b-afc0-ec5e8d663d38_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b02df106-dfb8-37ce-9aad-88a993e2c380_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b033ce43-ae9b-3094-96e2-ee95a5033f69_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b09b1738-c093-327d-834c-7e8224291b42_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b09c32c1-dd7a-3cd9-80e7-96929d5237e5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b0bd2e16-6241-3d60-83cf-7a4f1522afe9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b0c78c23-30ad-360f-80cd-24548d9fb127_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b0ce173e-e0d4-347b-81ec-298b66865665_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b125c43b-53e1-3431-bf22-de0c53f07b46_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b13bff2c-f544-3573-afc2-8a4b923a8bf6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b17fc494-df6f-3805-b33c-051bc48114c9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1808551-8cec-359f-b3e8-ce90d9d8f72e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b18758ba-82ef-32dc-8ccd-76acca3f8602_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b188b278-7bbc-352c-9c9c-90e40c4a6322_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1af041f-1a1e-3bf1-b83e-99f4c26a4416_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1c5f8b3-a7bd-3e9f-999f-fabdc1e0a73d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1c7d3de-6fc1-3c4f-95a7-b1844b912cda_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1d2e032-e66f-3f89-a52d-96bce3ba1a30_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1d2e032-e66f-3f89-a52d-96bce3ba1a30_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1e3dfbd-9ca9-3122-b9f9-43777ee275bd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1e7a1df-97c3-35ce-8f79-c876824cc1ee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b1fc4212-6d23-314a-9d39-7307ffe716c9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b204853d-4c3e-3fa6-aecb-1fb04f61e34f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b2067e0e-3727-3094-b152-fc5c8e5339db_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b20ca2a6-33d1-39fd-91dd-27f929f3232a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b210b471-0dc9-39f2-b1c8-652affe1867a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b217b89d-d442-3e51-b1e6-2233d6b238fb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b2190223-cde5-328a-a757-ad3039db78e8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b223e798-5fa3-3c9d-8902-680ef3aa14ed_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b2351578-391e-3027-b32d-b15f660a6823_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b23554e8-8b5e-32ef-8d08-f1650afe6ae3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b24d15db-9a2c-3f22-86d3-038b6d909ea9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b27503d9-d1ff-3a10-b195-97f2f88592dd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b28f14a3-2eea-39fb-825d-dface0ca288a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b296ffce-4ed9-3fb3-b337-90ba51f91153_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b2cb9660-eb3e-30c2-9af1-d8820e04ef81_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b2ccf697-7449-340f-afdc-271fdcfe73ac_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b2dc5cd1-98a1-38fb-8c02-21bda7e391d7_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b2e87174-b4f7-3812-b54c-10534e6a12b8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b328660d-72e1-3b6c-bd0f-7517f14efbef_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b3300f82-9385-35ae-b24a-fa7679a4498e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b3300f82-9385-35ae-b24a-fa7679a4498e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b34889c4-02f0-3e50-815b-36500a78dc2f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b355f021-1ff7-3a92-b18b-481e4060b34a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b35fa652-6011-31b2-849b-1e8c674431c4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b360fabc-036c-3e58-820f-4d2a42f53127_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b36161e4-f340-3e5c-b366-f20c32dbe8fb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b37eca5c-7b9f-3fda-8240-5c52b619db7e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b384f4da-e319-349b-b14f-5badca1c4a4e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b38951b8-21e6-303c-aba5-651267244d8e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b38b68bf-8f04-397c-af2b-28b2a0da7fa6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b39a8f98-2db1-3f6a-ac26-6889e903ea9f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b3a935ba-7734-3d27-8109-c57c3590d642_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b3beee18-ac01-37e8-9245-a3203f2979fd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b3ca9973-e0f5-319f-8b30-a4df709d6c42_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b42d2ef2-1840-3d31-a697-f0f26d898e8f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b43cce64-8181-39e9-bcc2-8320cc30165b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b459da99-7ab3-39e1-a8a7-ee56f54063e0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b4877874-c46a-3b69-bcbf-05e6619a9a35_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b48c1935-e30a-3d8b-be49-c5295322a309_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b4a584e7-c26c-3364-b552-f9133c51e6ce_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b4b03df7-47a9-314d-ac20-33eba70b2ff6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b4e0acb4-ae67-3616-80df-cfc0129662ed_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b4ee03af-9195-3f69-9153-e623a22cc9a7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b4f3c40e-9294-3ae9-a856-cfcf342a4cc6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b4f45c0e-9360-3729-9bf8-2d0b838494ec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b504d818-4e45-362a-869a-1d075c8cf856_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b50b01f0-8bdf-3d97-9cee-08bc94f8cdf9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b52e7e6f-68f7-39a4-afee-b1dab4659c31_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b53c3d45-6f83-3593-adba-e2f4234749ad_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b566c568-c5da-3b0f-ac2f-0ca4330e69ac_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b56c3177-e3cf-3808-b2c7-69deef752738_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b56cf03e-6b92-3ee3-a5fc-520703cf46cc_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b56dc045-b648-3891-9bf1-49d83ce75d52_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b57bfab3-e4b2-32f6-93c6-e7819eb6327a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b57c7f1b-4220-38a3-ba76-74fc7b0f0d19_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b57e2a5a-1863-3c18-896f-1c01d769e73c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b5b2e9e3-9f82-3e0f-953d-c51fb26a0f88_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b5c32813-64e6-3851-b361-6ea0bbb9f0d8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6169df2-2db6-3c0e-ac80-e5fc69deaf86_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b624f06f-0f56-31cb-a47f-ea627ce9e483_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b63832e6-627d-36b7-9661-4c2a9def251a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b63b72eb-a9f5-35e6-97ee-214611719ad0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b65cc3be-85d8-3a63-98b8-bad38caaf8ae_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b66fcb54-51b0-390d-b4b2-a80587ac14e4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b67125e4-e071-3221-82c8-a07efdc0e277_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b673dfd5-4c6f-3020-a55c-99b4e3b3ab68_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b69803a4-dcef-3fa6-9201-9c7e74242a59_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6a055c3-0c77-3e2a-85db-2896f7014b5d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6aeafd5-bc5c-3b28-87d6-a0f42e6d88d9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6b677db-d738-3c6f-b817-4ecca82d3284_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6cf03be-78c4-3581-96aa-a6b5be9de76e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6cf9410-c574-36cc-9022-4953fcca34c7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6d06eae-b178-3d71-8314-f75c9d148169_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6d7370f-a214-31c2-bc15-419a616035d6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6e3be0b-67c0-3634-96a3-1f5a80e4fc8d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6f4b281-3591-3df4-a7d2-4e9b62ce29b2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6f55918-1e57-3847-a2f3-e00d25b7de9c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6f9a7a6-4c25-3b6b-98f0-11774cb0d8da_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b6f9a7a6-4c25-3b6b-98f0-11774cb0d8da_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7061733-b131-30a2-8820-eb8f5a9fa8f4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b721180c-922f-33da-995a-d5e0e2488619_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b72d1035-1b36-3fdc-8d34-dee28a2f12e7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b735b382-f587-30f6-9ca0-4ee3c8757c21_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b739ad35-adce-3847-81b2-d64c25637ca8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b74d4c12-f0b9-342a-a765-dcebba92bc2f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b75bd019-73b2-38c9-b418-1caccff46967_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7616f46-4cf2-3033-9ac3-c1392a510ac3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b763b32b-3a16-3aff-b1ea-47874843bfca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7755268-84ce-3629-9a32-4ac52a434641_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b78c5c60-30b0-3210-b840-5748dc69f461_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b79a5693-0c62-35b9-9bcb-eddf9216eb74_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b79dae69-acaa-3e9a-833e-9ab204c718b9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7c9a702-a209-37ab-af3c-39e0d2bd98ac_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7dc65ad-10f1-30ba-9d93-f21d903a91a6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7dc65ad-10f1-30ba-9d93-f21d903a91a6_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7e26e06-d3b7-300b-b16d-1d764b202aad_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7e9aa99-bbb7-30a1-939b-4f4ce9555c25_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7ef4a68-ba0b-301b-8ab6-cab32ccdba13_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b7f40d37-ee59-3ee1-aa2d-7293622bff39_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8466c0e-06bb-34d4-8a3f-ced14c45c789_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b856e4d5-670a-3e5a-943b-48264937b0ec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b868ca7c-4e9d-3604-9a88-c2f3e05b62cb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8875893-b3cf-38d9-a4ad-81107763c11c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8941841-fc0e-39e0-b20f-b154e6739a74_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8941841-fc0e-39e0-b20f-b154e6739a74_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8b77ff7-2441-332f-bcb5-203827eeafe8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8ba8695-9667-3828-9e9f-73f74afe0d47_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8bffaf0-0f1d-346e-aafe-d6cda3351854_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8c28e3d-6809-3bbc-9385-afc431a4d1e0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8d11fdb-3acd-38d4-adb2-645eed8adc68_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b8df953c-5697-378c-ba02-f4de980cd25c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9104c61-1f82-39b0-aed0-c962ed872d63_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b91370ac-9818-3f7b-bda4-b5f7456e9194_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b924b629-b8b7-36f5-9212-4604cbca01ec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9294d80-746e-3437-9b3b-80b9cb4e250b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9294d80-746e-3437-9b3b-80b9cb4e250b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b944c865-fa07-3237-a880-35bb00284bed_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b950595e-16a1-38ff-b74c-a478ca550261_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b958b4ca-0463-3ea6-bb14-01374e48fb44_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b96c4b5f-b3e7-3a0f-996d-6da0de705df1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9a2fe92-3881-3a61-a952-6048ec9883c2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9a8eb67-6f7a-33d7-b2ba-0651ffee029d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9c1f0b5-13fd-3a40-995b-065a9f5d612b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9e9926c-ec35-3f05-adfd-0709e0679d4e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9ef8aab-049c-3002-b0dc-90dbf25b4f38_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_b9fc231b-302a-312a-ac74-ff6039e278df_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ba0e2a4c-05be-3f5d-81b5-cef0332c972d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ba2c36ba-9432-34d9-8ded-ab9153fc530d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ba2df237-e455-3f18-bec7-fb9ea245a86a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ba422057-3341-3f41-9bb2-bb47000c6858_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ba424df8-0f65-34ec-8a87-13426f96cd7b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ba501c7f-4217-37ba-8a76-3ce6ff4e3e46_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ba501c7f-4217-37ba-8a76-3ce6ff4e3e46_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ba671844-fef3-3348-9efb-4d3fb2f465e6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_baa500d5-842c-3afc-9f66-eb41c9748ad0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_baa6f95d-39a2-3765-a774-a675f910661e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_baa837f6-1b83-3563-8e87-03236d64dba8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bac4e98b-4e02-3896-b67f-405be12d9baf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bacc7d61-dc3d-3d20-934b-de2b0e861fba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bad8c10a-847b-3992-a942-73a786a7073a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bad8c10a-847b-3992-a942-73a786a7073a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_baf097c6-fd9e-36a9-a783-5122ca784c6d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bafe227e-4f58-31ca-b4c6-43e473e3eed3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_baff3d96-f014-3459-8946-feafc2a4a753_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bb115e38-ea38-32b8-8981-23ab69d06f53_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bb14b6f0-ebee-37f0-85cf-ab0f16744377_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bb326ba9-ca97-3bb3-84fe-64ba243c3d59_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bb4e14e2-4441-3d0a-8765-d1513b180d3b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bb5d4d91-1793-3138-9307-3a100a3a6829_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bb695876-87ff-3e55-9312-b76f698bd9d7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bb9946b7-8d24-3118-992a-93a97104c90f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bbaa252c-3395-3721-a7dd-a06d7e9d988b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bbaa252c-3395-3721-a7dd-a06d7e9d988b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bbe58275-715b-321c-9540-634913753c4f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bbfe0446-afcc-34d3-8d52-bd08fe1df261_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bc0c689e-cc29-3791-86dc-30d03beefd06_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bc1006d2-277b-3be1-a6c7-5cd80307dfe7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bc1b341e-4940-315d-abcf-e491b6af7c45_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bc3baf52-6bf7-3a1e-ac41-30fc3b7653f6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bc55df7b-baf8-3a15-94f5-46e88fe04b13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bc632902-8a93-3175-8b11-aea1d050726e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bc959e30-ddb2-38b1-a836-2d51a4fab4d2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bc9950a0-b4a6-39c5-a7aa-640462147efa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bca81e46-0cc2-358c-9938-c90737afe251_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bcb1bdd2-39e9-3fe3-af08-64ff43932461_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bcb30707-8506-3d96-8085-e3646dc1541b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bcd2b21c-9c86-3f87-bbd1-5f7adf73660a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bce28b17-cd7d-3447-9bd1-b39c01cff64c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bce5e7ca-32d2-3467-97ae-6e74bcc8b067_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bcf4e36d-0d61-3235-bba0-ad56c83b47b2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd1cc2da-2892-347c-afe5-458090ed2a0d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd44c5d3-ac8c-34e5-b5fa-7ad1202e7fa5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd5938d7-9eca-3999-b7e7-adaa51836f92_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd729f8e-8edb-3c50-8c3b-e6c22dfb86b1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd729f8e-8edb-3c50-8c3b-e6c22dfb86b1_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd752596-4ee3-3411-89d6-560a1335a36e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd7d0f7a-aef5-35ca-9e9d-f6e4b722a64f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd87d079-e824-3526-8661-6f2f7358168a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bd96636e-2a49-3e32-8e28-f88fa5d51066_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bdc3eac1-5374-335d-826a-2aaffd0daeb2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bde1dac8-9e95-3048-a4da-1b727f437a81_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bdeabb92-e457-3dec-9265-989d386fd6bb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bdeb08ac-98ff-3b08-8e6a-a7f8a6a94026_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bdfadf3e-425f-32bd-b1f2-5c99d143edc9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_be29e59d-6e33-3eac-a275-7627de03b779_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_be47bfce-a1d9-3c1c-a8aa-8b3430ae59ca_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_be6a7719-3341-3f0c-9afb-8edd95b4cb9d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_be7af9ff-615b-31d8-8fd2-f8ff8913b9fc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_be7b3a36-6667-374d-bb79-c0a650a9e089_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_be877b85-8c05-34ed-8af9-9a30c4709f53_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_be924927-abec-3ade-8dd4-3471a54f2369_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_beb198da-4a9e-30b0-b3d5-7bddae92af74_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_beb198da-4a9e-30b0-b3d5-7bddae92af74_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bec143d1-7d19-3089-b42d-68b849496d0e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bef38861-3085-3fdc-afc9-60109f824cd4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bef3bf2c-2892-318b-9d1f-928e977780bb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bef4ec5a-ac6d-3874-948b-92e1d5b8ba4c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_befbf176-0752-3a03-938d-1c8ad2096c71_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bf0fffc7-6530-38a1-8425-6fdaa7337e91_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bf10d7c5-c93c-3e20-8157-da1262d04910_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bf23cf51-0142-3bcf-b2d0-bdaf840c4218_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bf2b18dd-e5b4-3977-bf97-a0e39490aef7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bf4b178c-4670-304a-a1cf-2a765006d1fb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bf6d6e9a-bbfd-3874-b9c2-707562a2d42d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bf75ee36-383f-3e40-95c1-806cbf883880_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bf9320e2-d65e-3346-b3ed-ff243e62b398_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bfa4ea07-d2af-33e8-b7b4-083d210a60cd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bfbbf707-e0dd-36ee-a426-27b869eac3ad_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bfeb4609-d0e5-33c1-a15d-b0e7184a84f1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bffa8b2d-8ca8-30d1-b2c8-e50090bc62fa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_bffd7309-a947-35d2-80bc-0b89c524bd1f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c014fa55-cb4b-3000-920e-ffdec15e5bb5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c02135d6-a67e-35a6-89aa-ab1993d78e93_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c036506e-ff09-35ee-aa6a-370127fd8236_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c04ba577-f69f-3349-927e-1d491b377fac_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0588bd9-a6d8-3acf-ae4c-1154fb73ac38_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c05bc387-c095-35d1-83b0-babff7c58cdb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0767298-b0f2-3cc2-893e-4fe937cace1a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c07fac79-f085-3034-80bf-2db8e5be31f9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0818d7d-819f-3c2f-a42a-61fc059a831c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c09e3a93-24ab-3d1e-8166-3a7dc8f001d6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0a6b37f-bea5-37f9-a7e7-c711bf30cd2b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0b43dd3-7269-3e0e-8e10-854ddc9c1d9a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0c21449-0523-30e3-901c-1253b230511c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0dd587a-d362-3af6-b81a-3d9b6f91f310_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0e0cb5c-4eca-3a91-86bd-d0a86302dfee_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0f02a91-d595-34ba-8b91-94869c57c27a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c0fe4cac-422a-3de8-a2bd-a17865ba7bb0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c141ca36-6748-3244-9940-61bfa72dfeb6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c179924b-d66d-3118-8152-2279d87411d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c179ad57-a7b9-37db-8b28-00e5af323687_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c19fac79-f219-3f86-bfd8-3d703e2366c1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c1a42a54-d357-3678-9c50-90e0b46f989c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c1c84c4f-7c03-3fd3-99e9-0fc0fd1755a5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c1dae653-c733-3cc7-9781-78d78372c161_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c1f30bf0-a475-301a-b858-14250b8e76f5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c1ff1931-1e7b-3c15-bfa4-1fad001bf68a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c21b0093-a35b-39b0-9fbb-7994ae28be65_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c21b0093-a35b-39b0-9fbb-7994ae28be65_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c21fedee-b347-3fff-8d45-d5f4014b77dc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c2292a1d-d003-3486-bcaf-00ddc2ad54ce_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c2326c3e-5c1a-3a4e-9fe8-a716f562dd2d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c24d9811-3dce-32bc-a7ae-177dbbfc9854_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c281d40b-2a9d-331d-bd7f-c2fba9b3052a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c28d6333-f4ad-3f2c-ba02-020a31f307e3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c28dd96b-2af1-3657-8adc-80cc9718eea4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c2d3bc51-c6b0-3c09-a3cf-887b6c4bf577_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c2e88758-9257-38f3-acd7-8e30ca2a77aa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c2fcf521-719c-3e4b-80ad-8755ae43ae6d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c2fcf521-719c-3e4b-80ad-8755ae43ae6d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c2fcf521-719c-3e4b-80ad-8755ae43ae6d_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c336d402-2ccc-34e0-9632-e6eb1180c29d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c33a72f4-5dfe-30df-9062-24c806a17152_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3418674-136d-3b58-ae3f-b74cde31a6c9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c349ccc5-bacb-321f-a30a-ca9b5cc7493a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c35530b6-9b9e-3ffa-afc2-aa09f52a072b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3581c00-046c-34b5-ab49-ae7ffcfcf460_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c35ba901-b27d-3d86-9f15-71653099d644_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c36eb945-d542-32f0-ae19-bad082cf6ee5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c395e00c-57ea-3f98-8731-8bb63e823b23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3aebf90-86e1-3d10-9081-8914f0c2f856_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3bc2155-ab28-3ad7-a6b3-b777c11dcf6a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3d7319d-e070-39e8-9701-254ccbd5bdc6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3d7bfe2-9af4-364b-aefd-a5dfe80f7d2b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3e545f8-8c2d-3940-882f-e817c85e179a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3e8dd71-e3ed-3ac6-aaba-be80b6a526c0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3ec518b-f5d7-3773-9983-be106ccf779b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c3fdacd1-4579-31fa-a852-078f6da00190_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c405255e-efe9-39b0-a7eb-27c5b0917e95_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c412d7ec-ccc2-3ecd-8ac7-6015545bfc6c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c429005e-db99-3a15-9caa-bb19c8d819a5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c43bc806-2049-3eff-88e4-9dea1f513a44_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c458e579-1dfb-3b23-80c7-38ac1088200e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c45e9d98-dbf5-3c4b-993e-416315e0e238_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4796f4e-db77-341f-ac88-134c0b8c2adc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c481fa00-a80c-3d34-b025-a47d5e0eff41_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c48a0b75-c758-3505-b525-848aa1898ea4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4998ccb-c900-341e-9095-2c55b597c53c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4a15323-349d-3677-ba88-31c233122edd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4a2b40b-5f4b-35fc-beb3-8395efcc35eb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4bb41c4-b0d6-39d2-a138-aaf2e7974d10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4bede05-2dbb-3087-a7e9-20b284efea4e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4cf9e85-cf44-3321-a63e-c74e37689841_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4f00887-0f01-3398-8624-47439c124b9e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4f23a57-de2c-3d23-bde8-70775ba6d223_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c4fc8984-7849-3a5c-8fc3-d99567203dec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5208b56-3289-3d9d-9d1a-70f2be14a115_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c52710de-ab9b-3e5d-9238-76b25e0f8a3b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c533dded-bc4d-37d3-a94c-f139287ee415_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c53f309a-c54b-3bec-b862-14162ec6952f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c569e269-f7cc-3c24-ad8e-4367a236f7f2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c570b425-95bf-36ef-9998-da06229c7b55_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c575008b-6371-3b6d-a3d8-6e5c7a98baf2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c58bc65b-1779-31a3-a924-1a8d39fd0c8e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5904647-d884-37ea-a315-d782ebf6654c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5a059a6-f165-314b-b07a-3c2792a2b4ea_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5abfb8b-b965-3e9d-a8e6-55b9a5c9544a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5abfb8b-b965-3e9d-a8e6-55b9a5c9544a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5c4a87b-8779-3bc1-a6e3-a97afceece95_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5d3239e-05ed-3443-8639-de07369b4063_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5d3239e-05ed-3443-8639-de07369b4063_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5d3239e-05ed-3443-8639-de07369b4063_17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5d3239e-05ed-3443-8639-de07369b4063_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5d3239e-05ed-3443-8639-de07369b4063_21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5d3239e-05ed-3443-8639-de07369b4063_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5d3239e-05ed-3443-8639-de07369b4063_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5d3239e-05ed-3443-8639-de07369b4063_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c5e4ebb0-4f47-3baa-8ce7-1aa98d1499db_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c614d31a-25c2-3fc0-953a-f9ec10ee9de7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c625108f-1a20-3679-94b5-dae17566d4cf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c626f9e4-8450-3b8d-b773-837105ed6e0b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c636d48a-b165-304a-a766-2fd6787b1740_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c648149c-654b-3fbb-86d0-2d8d16e889ef_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c64e35ab-4bc0-36e8-965e-d0b530c10664_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c651fc08-aedd-32c2-8e6c-7f62d05dafbd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c656e8bd-60c9-36c6-84e9-3a53e66cd360_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c65f0557-ed15-33af-bd00-76a83920dee4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c6652d40-efe1-3417-afd3-21c4184ae4c4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c6695824-edbe-3244-949b-d667440a5ab9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c6695824-edbe-3244-949b-d667440a5ab9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c6706ba8-3f34-3356-9639-d428ae19ba4e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c679b7f2-6a34-3d52-b8b6-25491c7705f0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c67f4cb2-bad4-33fb-8e1d-08e499aefc45_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c6a533cc-1b37-3f2e-9634-af84a17d35b9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c6c2c4e3-581b-3a87-ae1e-5ed42a0e498e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c6cb199d-77dd-3c20-856d-86bb952eb752_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c6ce0493-2c2d-32df-bf95-9f75f5abc160_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c7131595-0701-30ee-9afb-4d177c5f51b5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c724a695-0b76-372c-9d99-a3d96037a139_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c7494f7a-7000-34c6-b6ce-85cee9ecc532_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c74de7df-26ec-395a-a2c0-1a665b875262_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c7a81166-d2d4-3dc9-a7f7-6b86cf801a10_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c7a97466-ad43-3784-a014-8d3ded86be2b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c7ba2219-443a-39fc-879a-fc2ff3089456_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c7f6afdf-d654-319d-9cfb-46552096e066_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c80e45f3-7a30-3f51-a80a-d27f3355aae9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c819cb11-1248-323c-a6a5-39280b46fe4b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c832c1db-7619-3436-a648-674ad208747e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c838e42d-36c4-3d42-9972-0ffb56d9bb60_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c83c896b-e953-3931-98c5-2684a4091dc1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c83d2023-6991-357d-9cde-c7121e2d4177_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c83eee0d-e412-3489-8f81-c97c520eb898_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c849e1cc-2620-36e1-ae39-89e1a9006c12_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c84cf233-603d-3f29-bc84-4dfc952db2da_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c877fd4e-e617-3469-aa81-fe271a5f5699_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c8889530-a446-347c-ac1e-f20664634a08_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c8b210ce-d9de-3086-9035-ef7b554abe0d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c8b91ab7-86f4-3d84-88a3-579c2c2b400a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c8d2d651-68b1-3b97-9f82-f81412d35a52_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c8e1a9ce-8b38-39cb-973c-ab370132ac6f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c90a29b2-f8d8-3f75-b0e5-cade0655fe34_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c91c7e94-8991-3695-8a33-217bb2f04690_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c937358d-2604-3f9e-a2b0-89b36c99f1cb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c93bc363-64cd-3f2d-b652-b3986df18ea0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c9599fb3-5790-35bd-a558-b72aa2f3e623_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_c9d5bb49-eb10-3076-9a0e-63b2d2a75d59_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ca07239a-a5b5-33f7-b916-f1fdc1cb4a79_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ca2e2faa-f525-3856-bf1c-33e78bbdf5d2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ca5f1023-80d9-3b0e-a28a-a6fc7fb9baff_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ca9b6c9e-d72d-3a3d-99d5-35f2328d8774_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_caae94dd-63fb-3477-add7-c8a149a87eb0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cabeaff0-0d85-37bb-a43c-f57f609ebca9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_caee9703-536e-34df-be4f-bfeb8569a54d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cb0652fc-b486-3250-9ff6-2dd3f7966a2e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cb19aa6a-97f4-3344-b2ec-6aa885d4fc2e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cb33a9c6-2160-39ab-ae77-dc230896204b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cb5a58c6-32a9-3e4c-b941-0b7b0f6cd4b8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cb68de13-d5f0-3789-99e3-e784bd729c38_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cb6cff67-a638-30c6-9815-7991764221ff_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cb9944fd-ecdb-3b49-a9b7-29de5add65eb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cba5fe29-1bd3-3988-ac44-000261170165_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cbbc6a19-184c-3af0-b13b-b2f257b61cbc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cbc83b17-a082-31f5-a885-b498cadee594_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cbe6b154-6fa3-3ab7-b54a-f77eef0c18f5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cbfec384-c0ff-3899-909f-1000c5bebf0a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc08f0f1-573d-3a21-b8a5-7b5adbfd547c_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc0c2bce-11e6-3288-8cb9-70c0dd80c65c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc13ef73-18ff-3319-a6e6-60763c0d66f3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc1e520b-8ede-3ea0-a838-05ac0bb8b493_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc3b1d90-8b46-3b1a-afe9-2d16b9a83b43_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc65998f-785b-3ed3-95bf-a977d3bacebc_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc669ab3-a394-30de-8891-af8381b77e75_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc718c65-7b33-3f0e-8ca5-bd4d45ae4173_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc7d87c4-4442-3126-b401-f8c498d72927_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc7d87c4-4442-3126-b401-f8c498d72927_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cc953b4b-ab32-398a-9693-be656b55ceb9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ccadeedc-f365-3874-9830-fd99dca33a5d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ccc34908-3007-3712-b88b-d4d369533f4c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ccd82cd6-b3eb-3859-a0a8-50abb9f28271_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cceae543-09b4-3d8f-a1c9-602d3f876e64_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ccf2a88d-740d-3e7f-b576-82f9362b6761_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd20c3d6-895a-3581-bac3-3038dd137bd0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd20c3d6-895a-3581-bac3-3038dd137bd0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd293a82-3466-3e3c-bbd5-e54f373af075_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd2be33a-3435-3e3e-b293-b69c430e52a7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd3b7f34-8bc4-3c0f-b4a6-57944163a559_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd44b5d8-f0da-396f-aa07-b0fe6a0db6b3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd4c6e9c-b836-3b2e-a3b5-fce27b5a7ee6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd532425-5f52-3837-8823-2a3df508aa71_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd54db17-75e3-3c24-8160-3efaea3b1409_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd5bf74b-49d0-364a-bae8-9258260d483c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd7badf7-56f7-3e84-b6b6-3023219a26f3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd870790-c9ff-3e5e-98dc-d5e8ba1164c8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cd8789bf-dd06-342f-9f12-0c2679335a67_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cda60bbf-f8c5-30d2-8455-fa97b064a21f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cdb920d6-6a7c-3351-b0c7-404d2a3d2612_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cdce5553-ed35-3941-b786-a1d153c947fe_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cdd45a85-20f4-35b0-9aae-ce2f4e26b87f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cdeb4a49-5b73-33d6-90a3-5b5757f22360_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ce07ad59-38b9-33f0-a799-e39b4f26f339_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ce08157a-0851-3951-a32e-fdf3380a30b5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ce0bf537-b520-3b38-a027-1d7f0f0a9d13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ce264a83-2288-37a6-bb00-ba33859bcf23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ce2e8fa1-8591-3270-84b2-6085df4e8407_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ce478116-dcf6-3cf9-abd5-e449b2ce57e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ce70401b-a763-35aa-8f97-c0de920f18a6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cea3c92b-0fc1-3487-aec9-1872f988ecaa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cea73298-2a27-37bc-af03-f008ee98b5fe_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ceb292be-11f8-3531-adb4-fb7c494e89e0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cee1a287-976b-35dd-82f9-ca840bc531f9_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cefded34-be58-3288-8545-48116953d7de_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cf0b99f9-3f7b-3e04-befa-c85ccf307d83_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cf179fbc-8422-3dff-a605-514058d074e4_23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cf179fbc-8422-3dff-a605-514058d074e4_31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cf179fbc-8422-3dff-a605-514058d074e4_35_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cf179fbc-8422-3dff-a605-514058d074e4_37_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cf179fbc-8422-3dff-a605-514058d074e4_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cf45f428-c6dd-3c7d-88d6-8c14e35da34d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cf79803b-3578-3f56-9ac6-ec0db40656d1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cfb4de80-4b03-3a2a-99bf-324ca1578d6d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cfdf00b9-3c8e-3f1b-b83c-02e326a92438_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_cffe50ce-2eb3-3a2f-954a-7c6464e0ee86_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d0243ff5-e018-3737-8d35-6f8bb5c33055_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d0243ff5-e018-3737-8d35-6f8bb5c33055_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d02d0032-c526-39cc-a2d0-971623ddb5c6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d02ef25a-8e53-3d5f-9ddb-0b0cb809f6e3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d03a413e-9b59-39e2-beed-8f854117e42d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d050ee52-6bea-3166-882c-8c3abb0edff3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d069c872-edc8-334d-ba51-1ad392ea7c4b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d069c872-edc8-334d-ba51-1ad392ea7c4b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d0a8a3d2-5bca-3c33-8629-2c62b885a8fd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d0bbda1e-4617-3ed2-aa31-3df343de0856_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d0c73316-e99a-3fb9-a83a-990edf4d4bd7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d0decfdc-1d06-3f6b-8965-7d7ec0e82d70_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d1110cc8-356e-3838-b699-94efe27b6acc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d11fd7d6-30bd-3da1-9a47-d96fbea14fdd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d1233c26-5111-3f13-8a8e-73cbca4f7132_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d1233c26-5111-3f13-8a8e-73cbca4f7132_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d137e5f7-0563-3e6c-b62c-028fc36a7b42_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d17b9243-0bf6-30b1-8a1a-49ceced8964b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d1b70c7a-0ead-3e29-9326-2cf9e5212302_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d1c189dc-eb10-339a-8b77-69495f1f3f85_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d1e9694b-aa2d-3cc1-ba6a-7d9832411de4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d2217a48-a183-3c49-9b34-4d29c14bf8db_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d22cc0d5-f5af-3f7d-a946-bdf2a392d747_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d22cc0d5-f5af-3f7d-a946-bdf2a392d747_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d22e3bc0-8353-3bfd-afb3-d21593d7972f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d25715cf-c8d7-3468-9be8-3661a8c030b0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d2927fbd-7ae2-3bc6-aa29-126db2769f8e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d2a3195e-5645-34d1-be5e-6b094d6985da_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d2b4dd53-8685-3503-8fc0-da213b0bacc4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d2bdda65-2817-3537-bfc4-0c5bd651b262_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d2ffb241-f9df-3699-93c6-95c0486a53b4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d30567de-34b9-3ebf-8206-497dd859859a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d32900d0-b518-385b-a34a-e56da9e2d86d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d3349fa4-3d33-3445-a124-4798a6e99724_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d337ffea-6df5-3308-b963-e3d887462f29_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d33c50e5-9f9a-39d3-80d5-97fcb262ca0b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d33c705a-8020-315b-87c4-e62a577bdc32_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d344e582-54de-3392-9616-3e5af4e01874_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d3cf1de7-3c99-376a-bf16-bbe05631cf04_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d3da62a4-012c-3b79-9593-3b59d9b319c1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d3dbb189-cb2a-3fce-a48b-e83cc010a15f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d3f4f39a-2afa-385a-8f95-1b3fcfc139fd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d3ff11d7-914a-3c7b-a0b7-200373338ac0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d40423cb-d649-3791-8146-0b46ba80e498_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d40423cb-d649-3791-8146-0b46ba80e498_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d40af1c2-c2c4-36a3-865a-cd6e2bd9929b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d40cc7ac-cd25-3a01-9bb0-f4dd0eae6fd2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4175ef2-b7f2-33cd-a1a4-9ffcc7a1b4b8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d462821b-0624-32e2-a373-04aad65fff8c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d496f50d-644e-342d-b749-5d6234ec346a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4a47b99-2050-3197-9eb7-0eb0ad68524f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4aa1e5c-3ea9-3ac6-8cd3-7786e86a1918_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4b3489b-7b6f-386f-91ef-a6fbcaba4e8e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4b3efb5-edb4-31f0-a937-b86acfc3ded5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4b54cf7-27e1-3052-9614-51b1825f4785_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4b84834-5578-3c6a-a16c-630767e1ccae_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4bba504-1c28-3bb3-8d77-de3b558494d0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4c74c99-233c-3047-81f2-2d2425f5ed3d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4c74c99-233c-3047-81f2-2d2425f5ed3d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d4f84ee7-9f08-3cf0-a527-7f13190236df_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d51284cf-6f03-3613-aba3-819339a3a1a4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d541e0fa-8f6b-305c-b1de-ac56e6fc60a3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d56ebec4-b9c3-3aed-8d1b-60a751b55480_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d575df48-6487-33f0-8a6c-b58a4bb5cb1e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d57e70ea-1db8-3abd-9cae-d6d186eedbf0_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d57fa87d-190c-3921-ab40-ddef4567206d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d58b25c4-7f47-34f6-8f0f-4abd558d9359_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d58f6e87-d123-39e0-9b0b-e8dba63e1fd6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d58fc8db-907e-3c32-80c6-127603173b72_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d5a9ee88-595d-3455-a9be-65ee6873842e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d5a9ee88-595d-3455-a9be-65ee6873842e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d5b3aaac-0131-346d-be4a-25212d2a6373_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d5da2e59-a83d-3067-87fe-91e8a18de9ed_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d5e25d55-24ad-3af6-a72c-5fd6ece01e9e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d5fb24c6-c48b-3e05-8003-08d6e2e4fb9b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6184781-72d0-3f58-b43b-6b208e83a9e9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6257ebe-283b-336c-8f97-731914dc0125_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6342f44-feee-3ae9-97db-9b517efad919_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d63809dd-ba7a-34a1-a5b3-52a92e8349e7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6726894-fc1a-3541-9252-2080e018ef0e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6758528-877a-3e15-8a4b-33b5839a4b50_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d686c7a6-a958-3a0a-954a-dc996f2d834b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6a7595d-7ac8-3699-93c9-a4885d8667ad_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6cd28b7-bb44-39b0-a9aa-b0a1826b4387_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6cd28b7-bb44-39b0-a9aa-b0a1826b4387_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6f899a2-ab7e-3f48-8526-3933b25f92e7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d6f96dd6-6355-3c51-a520-2c339e731139_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7040d3b-1c8d-3227-a0f3-775adce9c6a0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7111240-4128-3bff-a97b-7d6766911633_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d72079e8-0610-32b1-a464-e0f3faf54aa6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d72d3f42-bcef-3315-a4af-d8bd289fedb7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d74d9290-ed3c-3005-bd6c-312048e0fb4b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7562ff7-3421-33b6-beae-2baec543021d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d75dd32e-c2e8-37a9-858a-6f9b7a00ef2b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d77c472a-c00b-39f6-84de-b780dff333ab_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d78023fe-ebf1-3e60-80eb-91fe35a33dc8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7827feb-83c6-3efc-abcb-d1d126c187f4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d784a850-e07f-3b78-ad0e-92653e2a2839_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7b47c85-1448-3eb0-85fd-82f909e8f01d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7e57ff8-90e2-3e58-9ae6-223b58309b04_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7e6b4b4-8f21-347f-8503-1be084ccb8b7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7f75d4e-3c34-3a08-b565-c1374e4e06fa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7f9a3aa-7282-33aa-af7b-45f59bb8508b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d7fb7577-0ae8-337e-bff7-3e3ab883fe20_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d82a8518-0c12-3146-815b-5bde692abd3b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d83357a2-e86a-3f9b-9182-1968f81b1fb9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d87f8181-16ac-3a1c-baec-723036a325d4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d89e38ce-4ddb-3eb3-b6bd-5898286241a7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d8ad3440-30fe-39a2-a085-9657a59f9795_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d8bc84d0-11e6-3ec3-9e61-89075b29d891_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d8c93eba-4efb-3a2c-b60f-299d55e07065_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d8eb88ac-e28f-3116-9a1d-82f4f3e2ddd0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d8f9ab4f-e0f3-3b62-b995-d68775bf509c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d8f9ab4f-e0f3-3b62-b995-d68775bf509c_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d932afb3-3be7-3125-a05e-346af8b59a67_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d9520392-5b37-3655-b4ca-23dee4200527_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d97670e5-b519-3a1b-aab4-08dc87bd79de_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d982e393-df8c-382f-8fd7-ace64118c279_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d99cbda9-1c76-3a8f-85b0-a21d655580e9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d9b224e6-6d75-383b-a6f5-8cfba5137db7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d9d4aca2-640d-3c0d-9e6f-085d77073b86_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d9dbee2a-a411-31fa-9276-de80e5a4cdea_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_d9f1cc59-8823-37f3-b7c3-933ce1338894_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da1c012c-7c6a-33bc-b6bb-4e681db999a3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da2ce618-c9cb-3fd1-971b-e55ca9de78bb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da2df953-030e-307f-abc7-1add078c10d3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da397bbf-2e70-3bbd-a0a4-bd0b62424a72_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da3eebcf-f869-3322-aa4d-1ece3a5617c4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da6bb461-9a00-3943-89da-d4b6fa1a5f63_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da762905-20e1-3d19-9fb4-04425323ff3a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da822415-5141-3abc-a0f4-9fa34ea2b86f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_da87c826-a092-31e5-98a3-a0ea40ce65df_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_daa0a963-714b-37fd-817e-ef5db1b477ce_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dab11fcd-00a3-3c04-be22-3fb158bf4ad1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dab3e182-42cc-38f4-82c5-abc46b3926ec_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dabc6d1b-e888-39af-8bfe-33d5cb8f3f4f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dae12da7-8e24-3ed3-91b9-03650fd391ea_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_daeb8065-60f3-33d0-a70f-7af71b0bfa3e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_db1eb3e7-7d72-36c4-ba71-da1226159064_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_db26136e-6c79-35f6-8776-007346b6a07f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_db2a243d-1899-3d56-a9a7-151924c5f2d6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_db2aca6a-d1e9-3204-858d-1f1d6d314eda_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_db460a10-9323-3841-b455-d153e9c6eff8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_db5f609d-075c-3943-ba51-e7c4c567e10e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_db89760e-6cbb-3115-95a6-80d682248ae3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dba9ebb3-374a-3967-a1b8-25540013f55b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dbb128f9-1f86-3bd5-829e-3f05b918c310_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dbc4facb-4851-33eb-9303-8d268725096c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dbd7df8f-f269-394e-8ce3-ec887c23e6e9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dbd9f2fc-d9b1-3c23-aaf9-6cb54a03b0f4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc0134f0-a93f-3c8b-843d-49514e6473b5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc1c158e-8d1a-34b8-8940-a339109aec61_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc20a5e2-b0e3-38cf-b1b3-77353f781657_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc23b66b-505c-3696-99b6-d6fca73a8d7f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc328cb7-85c5-383a-88f3-253ee3dad2e7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc39c890-2ca7-3fed-b2a7-1bbff5a70080_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc46986d-2d34-3766-9ecf-e5cd274d0187_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc46986d-2d34-3766-9ecf-e5cd274d0187_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc4ba421-5089-3d35-baf5-560dd69e06c4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc6772e1-94d6-39fe-ac21-2d861843c477_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc68214f-5917-3500-a58d-f005589dba2c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc72c085-2c23-36fd-8c92-1f650c4415a9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc7753ee-a9f6-3359-ac33-e5a9bba6dd57_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dc852a03-d1e7-3ad5-9068-5a5a63c0ac82_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dca570ec-884d-3312-9af5-349f34c3f23c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dca570ec-884d-3312-9af5-349f34c3f23c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dccabe55-2faa-39ad-8ab2-bc25c825ab85_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dcda21b6-ffae-369e-9cd0-7e9843acb0d2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dcda21b6-ffae-369e-9cd0-7e9843acb0d2_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dceef1a4-d4de-36e0-a2bc-4680441d1ce0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dd12a347-53dd-32a7-9045-49117444b3af_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dd2a9611-ec38-31db-b735-3dbc4485f253_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dd54eeac-d640-3ec6-aafc-e34863ea2394_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dd7a3d6f-9ef5-382b-83d7-a74553823d76_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dd94c5c5-a17f-3179-9093-1635831b9de7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda39580-c3e8-323b-b224-5ad5c123ee6d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_19_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_23_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_27_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_29_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dda8b870-d5ed-3326-b3af-f756535d548d_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ddcbfda0-e4f2-3fe4-a9bf-7e45c1d2d58b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ddd6eabc-e898-38cb-b387-ba42912da8ed_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ddd8b668-e980-3887-aa8d-466dcb64173f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dde741f2-b927-316f-b1b6-ed0ee566e4c0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ddee13bd-0090-3c0a-bee3-8fce123c14d0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ddfe2dc3-aae3-3a47-8c3f-f6f1d9d05df7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_de37a67d-4467-3273-9bc7-79c08015eb2d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_de4a0f68-b910-38d3-a9a5-cd5b14d2baf7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_de5fbf73-e72c-3cf6-a0c6-1cb846bfe6c4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_de82d6a1-9513-322f-90df-e4228d1a5134_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_de8e9ff9-2cb3-3cb6-b651-4fdfc4a31a32_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_de931a32-753f-3b5b-b7ec-6d569788b13f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_de99cf4d-c38d-3c19-a51d-84a4cd96054f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_de9c24e6-ed0c-3b86-b111-0637fc551ca3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_deab4cae-ec7d-32c6-bb42-7d5d1901fe81_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dead2043-4fb0-3041-ada1-50bb7ebe2ad8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_deb7fd36-c7fa-305e-b286-d009a662bdd2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_debfe03a-b0b3-39f3-be0e-335070f36df7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ded531ed-895c-3610-95fe-69a6b2498bb8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dee4d086-b31d-39e7-b833-5da53c35ec04_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_deffc508-1b23-34f6-99a6-674e606c9e2a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df0c024a-fc88-3f76-827b-65c4fa0e0ed6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df2f1880-e600-3d2f-91db-e72e2c5a83c5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df3c413d-35a3-32db-85d0-b4b27a12a88c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df46a779-2cb4-35c0-98b9-01a92a3666f0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df48b8f0-2e2e-3e2a-a87a-65a20c668443_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df52cdc5-8acd-34ce-8770-9ddf6bc9bbba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df5dc01a-6843-3f19-a56d-f340d86f17c6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df65260a-d899-33d6-991c-3d141cb745c3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_df77af92-7179-344b-9c78-82babd2fc0e4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dfab74fb-acff-342e-afcf-064d7b35afcb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dfd5f706-353e-353d-8e97-901ad0847e25_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dfdc4e0c-146a-35b7-adfd-dc4d56e07682_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dfdd9704-d0fc-3187-896f-03652b4dc36b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dfedf42c-7b58-372f-b149-337b05901454_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dff24b29-d517-3bf6-95a0-cf41a37b7f35_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_dff9cad0-0c1a-37ad-9514-da0bd1baf919_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e011d124-9997-3f3e-95a2-122e2018f785_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e02063ba-6b47-33dd-a757-3e3ec48d1d0a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e04f7be3-2686-3b75-a273-9ef1ac63b037_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e0590bec-fc5f-3427-88d8-3e60a5fdb945_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e05a2370-7af2-36fc-b477-3bcfad5396d4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e05a2370-7af2-36fc-b477-3bcfad5396d4_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e0663aeb-0adc-32c1-bdd5-5192c88a8f26_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e068f7b2-9b31-3340-986e-154e162d18c3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e08092e8-320a-37f9-b380-c779f21fc519_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e0b0412e-922e-3c41-a338-35b8ea180c39_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e0b2e0e7-8de4-3e47-bb57-ad030d2d8d70_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e0c753e0-ce9a-3932-8d42-88744e1c53e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e111107e-cf4c-3686-909f-0d9ba46a9a05_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e117d79c-ac69-3547-a758-7c90fe52b989_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e1193c0c-e7f7-3da1-b180-8085cc522475_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e11988b8-01e0-392f-8a26-0b379ff293fb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e161831d-8d3a-3cc3-88b2-17c396b9a835_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e16e1d30-fb5e-3dc0-a4a6-7b89d014f14f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e17450e0-d83e-3c49-99a1-531be09d0b0e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e1b4810f-6bfa-3ae8-9499-78cb898516e8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e1d249b9-0ab0-3007-9035-e740cd39e776_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e1da6808-a6dd-30f3-ad84-f41bc9a387c8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e1e44eee-f21f-3d69-960b-11c698149722_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e1e82cc2-3e12-3bba-aa19-5ae681f5a101_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e200face-7ef9-311d-bff4-12fb2e6e52c8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e220c9b2-d3c0-3508-be0a-5990496e17dd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e228e71b-bdc5-3f8c-9484-c9fbe7f00316_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2337de0-bb72-304b-854f-a5d48a3c0a74_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2340a5f-0dc6-3554-ae07-547ae1ab09e6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e24275e0-7584-39cd-a63a-66c58e77b2ec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2b77cb7-7ea6-3d5c-abc6-8982d8dfb708_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2c8104b-eee8-3c84-b2e4-3af2253bf4b3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2cd8064-f670-33d2-b3f7-4323f4a17541_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2ceb7b3-3868-3c7f-94fd-0c1625ad1330_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2e830e3-b8aa-3205-9b8e-3bd70782c292_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2e90ee1-9eaf-37a9-85e4-70080c2e483f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e2e9b9e0-f3a2-3edc-bc40-aa25370e55b2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e31e92ca-843a-3305-a635-b82b4a0e76f0_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e32c6db4-0674-3839-baf1-5c2f91b06801_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e3548252-18f4-3ea3-bf9a-0c2d126fbccd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e3575dff-527c-3460-b8a8-d64f9b708c4b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e36d3085-55a2-3122-aa9e-f35327d7496b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e36d3085-55a2-3122-aa9e-f35327d7496b_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e36d3717-b249-3c68-8f6e-0193ccf1c408_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e3e0e149-246f-342b-9753-73d004eed26b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e3ee571b-4859-3f3e-9640-08d171a7ce91_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e433b140-6216-3dfe-8744-93d5d94e9955_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e435caf7-ac22-33c3-9e9d-92c62a373148_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e435caf7-ac22-33c3-9e9d-92c62a373148_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e44127b7-31f2-3ecc-a73f-1915072229f3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e443ae7f-0be4-38fd-a625-1df114cbf620_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e451987a-7c7b-38cf-8160-62f2fea503ba_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e48abfa8-e17e-32e3-a9d1-f5dec233ccd2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e48afade-3d31-378b-81ce-4beda24231ec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e48d9bb9-b1c7-3692-a3f0-f90ae2edf41c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e49035bd-c821-315b-8552-92682cf18e18_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e4a6ee79-b19d-36e8-a375-10334bd3548c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e4ac8307-3a96-3f68-b016-a1865beccebd_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e4ac9e7f-7c1d-3bf5-af39-6847c8ef91c4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e4b9d16f-3135-334b-816a-7e92e8355887_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e4e72e5c-7772-3798-b420-92dbedba5001_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e4ec4502-b851-3d1b-a005-9ff145c8a380_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e50300df-5069-323c-8c9e-e7185d34cbef_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e508608c-accc-3114-b5ce-d54dc0392fcc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e50ca3c5-e1df-3fd2-b24f-0b6dcab2d251_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e522dcc5-41bf-3afe-9933-6f79a7ba02a9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5264404-4efd-3129-9178-6dce79c7ecb6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e52e4eba-818e-3700-8b1a-6f4bce9852d9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e553866e-679c-3e32-bdd9-970e0b63c173_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e55e9646-5797-3d7d-8c3a-618450afe716_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e57964e4-f2b6-35af-bdef-b596c3674967_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e599077b-8795-392c-9aaa-68c81bfc7872_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5b2fd57-f400-3bfc-baa3-e43ac26bf7e5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5ce1fd6-2c43-33ed-b820-94748736952e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e07af2-69ff-3355-8b00-45b877db7752_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e07af2-69ff-3355-8b00-45b877db7752_16_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e07af2-69ff-3355-8b00-45b877db7752_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e07af2-69ff-3355-8b00-45b877db7752_6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e07af2-69ff-3355-8b00-45b877db7752_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e07af2-69ff-3355-8b00-45b877db7752_8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e07af2-69ff-3355-8b00-45b877db7752_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e07af2-69ff-3355-8b00-45b877db7752_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5e1bd3f-e4e7-3c0b-b1d3-42abb88c3c9e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e5f26718-0fe5-3978-be7c-6d551866f617_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e60e75de-d08d-36d0-99b7-25870d663870_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6287d93-2c01-306e-b976-7f94ce13a80a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e62bc2fb-3f18-3594-8530-371cd3d31f89_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e635c7b4-6582-30dc-bc9b-0ae72c56c8b4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e635c7b4-6582-30dc-bc9b-0ae72c56c8b4_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e635c7b4-6582-30dc-bc9b-0ae72c56c8b4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6366fef-384c-364b-abf4-25c83c6dddd1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6531031-8e1d-3ce7-84d9-a713bd4bbd94_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e66ade88-0bef-3e0b-a6dc-b899df40d435_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e675c1fc-a94d-33ca-8356-f9e73401aa13_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e67ab2b9-da71-3286-a907-d0cc13ad1652_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e67bc35d-fd1a-3f59-bc0d-65b5327128c8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e684623d-7377-3fa9-9bcb-b1cacf4c80aa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e690a788-47ec-3c36-92f9-dd28585c501f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e691d12e-b499-347e-b45a-d3114074882b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6aa16e1-4076-39a9-a41a-658907aafe6b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6aa16e1-4076-39a9-a41a-658907aafe6b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6ad1953-3b71-3562-a8c2-a1e86eeac190_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6b3dc64-9f3d-3d97-865e-d26d22fc1146_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6bcbd24-caca-3ce1-9671-a140cee994cf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6cc9b52-1d64-321b-b901-f1a1ecbb5aae_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6d2bc2a-0af3-3c2b-a3e5-8d4fa9a104c5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6e8575a-785f-38d3-ab62-fd9f968187af_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6e8d7c4-04c6-3411-87f3-1745d83dc1a4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e6f48988-9c7c-3318-b12c-3f30c1449ce3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e70a5363-af6a-3b71-9b2c-9598d11eada0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e7618464-8d6f-316d-b498-41edf7d15e47_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e7894ab7-22c8-3379-8f4c-14bac8ab2105_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e7c902bd-a24e-33fb-b4a7-4895ae05f97b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e8073ea8-6c10-3d36-9d0a-00a671891127_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e80f02c5-d752-3525-a32c-d6e27743cd5e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e81b643f-e52f-386d-8ebc-cfa913a4bc49_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e81b643f-e52f-386d-8ebc-cfa913a4bc49_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e842bf84-b2c8-3f91-8f47-6f6fe6139b13_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e85298e2-8a7c-3278-a380-a01d33dfc0a3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e85ca12c-e430-3960-a0bf-b5f277359394_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e86602b4-1405-37ac-860f-8ec1e8c7effb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e86602b4-1405-37ac-860f-8ec1e8c7effb_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e86e3500-d9b7-3dac-9d1a-c852733db2e6_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e879fc11-a111-3242-8cff-0c0c2ebde860_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e882d532-375f-3647-8612-2c3829d868e1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e888ef4d-102d-3e45-aae0-573116706a59_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e897705b-d3c0-3152-bf77-2d39056e4b5e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e8a060a5-07cf-3a6a-ad19-7b120454e81c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e8c72d83-b8ae-3429-ae5b-d37aba36afca_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e8d600a4-0bf9-364b-b29a-a63b9ef84098_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e8f235c9-503d-32cf-9ee0-57d6347cff61_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9004369-3093-315a-a0f6-53925db73682_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e905b79d-b6b7-3ab6-9588-83900fcdca51_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e905b79d-b6b7-3ab6-9588-83900fcdca51_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9075816-c807-3e25-88aa-b0be3cd1ad75_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e90ba59a-054a-3442-aadf-e794c256870d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e90e099b-e3cf-30db-aa34-49f532dc99eb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e916f8f5-d4c0-3066-a075-5bcc7250be67_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e91ef79f-6034-30a7-847f-0f6e7e1bdab4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9300fde-45b7-3d94-976a-2a966edfac3f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e96e6ff6-444e-3dfd-8c1e-fb24dfd09e6b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e98b03e1-cb1c-378d-85a8-c573cc81c004_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9b20b97-5774-3a69-8a06-775269159444_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9b25f8a-042b-39d9-baed-a8bdd1e7c6dc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9c71b8d-831e-37a9-bbe7-946ac71cddf8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9c71b8d-831e-37a9-bbe7-946ac71cddf8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9c74d60-a99c-3e38-ab76-7ca8f7761bd2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9cdc2e8-6318-399e-8017-61f0b9bb3d0a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_e9e13348-de33-38ee-8cac-843cba0d1b4a_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea01ec9e-76f2-3ca7-b678-959fd48566a2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea1835c7-7394-338a-91cc-4576f08f62d3_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea2864be-fe02-3a1e-82f6-c9cd27728fe7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea44d55e-3f61-3b71-8c41-71f508de6b83_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea4d11c8-5b83-30ff-b575-d47efa60e436_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea4d2f45-a91d-3197-ae3f-1f85360bd089_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea4d7b91-327c-31c2-ad2a-fa005acb2c91_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea4d7b91-327c-31c2-ad2a-fa005acb2c91_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea5ca5c6-ee5c-375a-a8c7-a416d75f853f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea5ca5c6-ee5c-375a-a8c7-a416d75f853f_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea6d65c0-b529-3d89-a299-c26fea155c39_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea6d65c0-b529-3d89-a299-c26fea155c39_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea6d65c0-b529-3d89-a299-c26fea155c39_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea6d65c0-b529-3d89-a299-c26fea155c39_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea783521-6cb8-38b7-aff1-ef2e47a6e970_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea8d8637-9523-31e4-becb-d77e35399a3f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ea9dfa54-fd06-3f5b-af63-7b13b70b64dd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eaa61651-1706-34d3-bcf0-1df961b9d03b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eaa61651-1706-34d3-bcf0-1df961b9d03b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eaae38a5-07f4-3aa5-bd34-c497996f7e10_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eacae8b0-0e13-3b08-8422-070c4d4486f7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eae844e4-239e-3af0-a5a1-ffc5d469a879_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eaef90ed-832c-3846-856d-cd8062aa0632_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb04dc4e-256a-3678-926a-61d3a18e8b9d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb0b0249-c02c-3442-88fc-f222bdac3426_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb0e35a4-3710-38c2-a320-8816ae802ab4_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb21c6f1-3606-3bb2-83b5-1190250ed108_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb2a9633-b612-36c4-9d57-bfa192ce0caa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb3064c6-e8d6-3be7-88f4-5214f7200a2c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb332ffe-4684-3eb4-9154-474ca196820a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb4581a3-6b3d-392a-8e24-b824e93529a7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb484174-de90-379b-82c2-9facf2fcb50e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb7c2a04-5e38-3468-80f2-b6936f09ceaa_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eb7dc95b-9cf7-3d13-a8f4-140047d1ccd7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ebaecb53-041a-32a6-a7b4-0eac5a5bc433_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ebbd5b82-60c5-3f65-ab38-fdd0e4e80c4f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ebbd5b82-60c5-3f65-ab38-fdd0e4e80c4f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ebd8a480-ee80-3fae-8719-0421f58c8f8e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ec2203c6-8679-38bb-a423-aa21f1cefa68_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ec2203c6-8679-38bb-a423-aa21f1cefa68_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ec26f847-98e1-3bdd-85d5-318820248cc7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ec3c1773-c163-3a1a-81b2-0860a0278b66_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ec402c3e-1e3a-3d83-a116-5a54b3011885_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ec489890-ffaf-35dc-a308-78fa6623531e_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ec7c7a42-3d91-3ece-ad19-23b38e4d61cb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ec7f808e-3f20-30bf-85e6-5c247044e6f2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ecb314a1-e91a-3a13-a4a1-a472f836ad77_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ecedff99-a72c-3b07-bd21-e2ac46fbff5d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ecf3afd9-aeea-3cc3-ba96-19745b8ab764_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ecfbb239-7c69-3726-bd20-40dc9c392bdc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ed129172-9b57-3149-a759-5968894b7a8d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ed309926-85a0-31f6-8078-f535ac1a123c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ed52adb9-22f3-3a05-b2ab-c46a51291292_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ed8971cc-7a14-3fe9-b80d-a76a1ee7154a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ed920fcb-c7da-34f1-aab6-39cca787c056_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_edb2f1d4-861f-3b94-8d5c-e05e94c7b2ef_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_edcd85ae-e37a-3c3a-a1cd-ef90dc9ef2ec_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ede7216b-c651-3ebc-b8ef-5579c47c7593_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ede7c432-276b-3c9a-a7e5-ae3d3af70dd3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_edf06a2f-10c3-3c46-8e0f-fc8967f493c8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_edf68d83-725f-3a25-b0dd-58454893b254_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee0fde16-2520-3716-9d02-3b00ee7ca515_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee230600-1ab3-3292-89b1-af50527d494a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee241b41-c5d3-3bff-85c2-de04ee2cb3ec_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee2f28a5-2154-3862-b46f-02a779c171db_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee4e5632-e7b2-361c-a945-9d60b4158c09_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee52ff5c-690c-3fe8-9dce-02ff95b49d40_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee56ae78-4e8e-335b-a7c2-8b24f51a0c80_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee70f67e-a623-3ebc-9328-8091be03aa6e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ee8fec66-84dc-35f8-80f6-00109a5afbcf_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eea16067-14b2-3622-ac28-e6c6f82092d7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eea8e762-e187-334e-9784-9c6a64936e87_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eee71a1e-11c0-319b-87cd-cf738b5cd3d1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ef08a1ae-aaa1-3e33-a8cf-fa95a5b87e60_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ef3735d5-dc9d-3dc2-b1e3-bb33f11e84ce_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ef3735d5-dc9d-3dc2-b1e3-bb33f11e84ce_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ef48b53f-a278-3b10-829d-8810aa2f6e5d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ef4c932a-fd85-310c-b6a8-e0969fcd0eef_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ef72084e-0d45-315f-a6ec-c026cf8f8304_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ef7228bd-01df-34aa-ae31-62f008ef00ec_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ef7432d5-804b-379a-b0cd-8b3af87500bc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_eff3535d-180d-3ec3-81fb-5efc75ac7ace_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0127ec3-c60a-30bf-9c62-dd210ad903af_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f05d4878-062d-3bd7-9d9e-41f783bcdc0d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f05e493c-92d6-3e40-84d3-9fdda5033ac5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0617470-2a7b-3dfa-93b3-7d899f7ffeae_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0835be2-d917-3da3-bfcb-17f2cbb37775_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0835be2-d917-3da3-bfcb-17f2cbb37775_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0898818-e325-39d1-ad1c-6b923db092ad_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0909321-8d74-3155-88b6-5ceeb49044b3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0927e1f-4e48-3f3e-b76e-07778bdc19e1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0bab97b-b3f8-3570-961e-87dee382cdb1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0ca8bc1-ce46-3c86-8044-d00369f94423_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0d45d34-13b2-3ba1-a7de-13530f394625_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0e289b7-4790-33e9-8b22-47428db2e270_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0ee8783-4251-3480-8adb-aca2969ad59a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0ef5426-c106-3972-972a-3e7f81b7e9fc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f0fdff4e-7a8d-364e-80a1-e511104a1b83_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f11d8ec6-60ed-3c10-9fbb-b6909ee0524e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f11d8ec6-60ed-3c10-9fbb-b6909ee0524e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f131dba7-f5a3-3334-a869-707d4c6e1781_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f131dba7-f5a3-3334-a869-707d4c6e1781_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f131dba7-f5a3-3334-a869-707d4c6e1781_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f131dba7-f5a3-3334-a869-707d4c6e1781_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f141dd3d-aa0e-3c3d-b98b-1fd8f98c12fa_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f16aa746-e203-3b3f-be8c-68764793777c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f186afe7-d95f-30f0-8fbe-3abf20cc5123_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f18bde3e-956c-3051-95b0-1ba6b9142591_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f1aa1c9e-069e-3718-8275-2747e9d55dcf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f1aa1c9e-069e-3718-8275-2747e9d55dcf_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f1be35e2-44bf-3ce4-8bd2-207ab1265e3a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f1c11bb4-fd87-36bc-8c3b-7e578e3f1404_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f1c40a71-dbb9-3e3d-b82a-279bddf2a813_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f1c75cc5-f363-352a-b1ce-5819ef06acbd_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f20233c0-e639-3a26-baf9-0107d56264ee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f22eb000-966c-32f6-b689-0838e3327028_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f2377953-1666-37eb-9970-dbfa7618dbbc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_29_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_33_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_35_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f23f1487-6926-3615-a023-cd50b1bc351c_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f244e0bd-2cc9-3cd4-a5a4-72319247c751_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f24931af-993a-3488-b985-71f97737edca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f24931af-993a-3488-b985-71f97737edca_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f24acfe1-67dd-3f59-a5a1-f2f5941089e9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f2508690-de59-31bf-9628-89de8db254ed_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f260a8b1-cfde-3bce-9b3e-4eb3a05158d8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f280a853-da5f-3ab3-a59e-d9df1e09dc55_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f280a853-da5f-3ab3-a59e-d9df1e09dc55_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f2c0844a-113f-3277-bad1-23272b3459d5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f2dd7b38-051c-32a7-8825-28137071942d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f2f57f9f-000b-329e-b437-c4738818fd80_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f2fa270f-3cdb-3a2a-bfc8-92c4da878a95_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f30292f9-3850-3fd5-9aaf-274f6a6bca43_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f303819e-2d76-3380-8629-67e99df32317_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3070fe7-7fd3-3e40-86ec-35e5c0e77ac7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f319c867-70bc-3e74-8b8b-3a22dcc0b888_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f31eb1b0-608f-317c-b379-a392dd6f374f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3670ee0-9b39-3a80-bf28-d57ad566ddce_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3731462-e6a3-3407-9c78-c5e817100cb3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f37d7bc9-d8f6-3edf-ba77-804f9ae361ba_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f38c6267-e224-3c65-a42b-3817157de320_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3a3f7ca-ddef-3cb3-81e5-732e28dfa0dc_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3aa9b28-901c-37a9-9ad3-25e16982ea41_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3ad50ae-a44d-3e56-a456-3cea6bf19059_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3c7458c-0087-3362-81d1-9ba124326cb7_10_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3c7458c-0087-3362-81d1-9ba124326cb7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3c7458c-0087-3362-81d1-9ba124326cb7_2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3c7458c-0087-3362-81d1-9ba124326cb7_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3c7458c-0087-3362-81d1-9ba124326cb7_4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3c7458c-0087-3362-81d1-9ba124326cb7_8_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3c7458c-0087-3362-81d1-9ba124326cb7_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3c7458c-0087-3362-81d1-9ba124326cb7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3ce650c-7833-3df8-9412-f432eee4e803_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3d99a60-8096-344f-a80f-8e22a0f3b6ad_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3dc6c8a-3dfe-3049-98cc-48f70fcc9a13_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3de3d78-691f-3a56-bb68-e54f3ce4cfcb_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3e71b9d-6d6f-3c84-a038-c50ae04d35a2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f3fd8f6a-676b-380c-a250-b4455e4a964f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4366fcb-1800-3312-ad81-ef1659652f1b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4385742-8c51-306f-97ca-64dda660e166_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f43c37b9-2e5d-3bf2-aad8-c4030b54e7e0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4427ccd-4626-3a99-bc2e-dac572994838_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4427ccd-4626-3a99-bc2e-dac572994838_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f46777e5-b3e5-34fc-99c8-da561177f97f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f47ab2c4-af0b-3a49-a036-b0c6d31d048f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4863183-bb1e-37a6-873f-ad6dc3623aa8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4969a99-69c6-3b5d-8487-29806fb23c38_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f49e3ba5-0936-30b1-b32f-e6df47b73b4c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4a0f8c7-ba12-3299-bfc8-44cdef9cb8ee_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4a17979-2331-3a83-b628-83acb94b3d02_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4af2977-c64c-3d01-8457-fa5bc39f708b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4b93c27-5559-37b2-a482-f65e669b829c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4d69160-4408-3f5f-bf73-ca9caaeb59c9_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4de938a-e898-3329-99bb-f8cd261fd0e2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4df19f0-36d5-350d-acf0-f5e5cd2b29d2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f4f23212-c82a-36d9-94f8-68c686939158_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f57e27d9-1d9c-3f40-bafd-116002c254a1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f59bbd69-d54b-3320-9917-d86af2f63d27_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f5c9a64d-3604-3851-93ea-d9b949645b51_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f5d818de-7cb9-37e8-b538-4425f6fed96a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f5dcd4ef-56e0-33a3-b926-3e74d7f92f33_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f5efb964-8a8b-3bdc-9a33-64119d88c7ea_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f5f4bccc-28d2-3748-98c4-45f5ae4073d8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f618e4d5-cb55-348a-883e-6a622563d399_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_17_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_25_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_35_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_37_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6374bf6-969b-36c0-b51c-164a419a4f3e_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f657001f-4e20-3e4b-b705-da422615cdd1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f666e267-e340-331c-8823-149e8a0ebd7a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6724b90-c1a4-3ea0-af3b-d19de6f4089a_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6797030-7a0a-3ad9-9e90-aac80483cc19_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f68deab4-838f-345c-9cc0-1c783f3bddbf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6b0743f-fd43-33e7-af00-8dd4fe16ca30_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f6c1f304-acbc-36b5-abe2-7eca24c90d12_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f70358e8-7726-3aa2-bc97-ed08095de105_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f7100f01-d265-39d1-84b4-77a73cc226a2_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f722e875-f643-3ca3-af16-65a3886efdc7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f73a89f7-c083-371d-8ce0-5686bf0d2b4b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f76fbd9e-cf09-32fb-9f92-2369b0d16557_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f77d4607-65db-386c-bb82-430e63ad9897_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f780fa58-4211-31b3-941c-4b4e0353f5ec_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f7a1a27e-73ab-3b72-b540-a41e64875ea9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f7dac043-ae47-387e-9d6f-c3f295a69deb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f7eaa485-47cf-37fb-9f81-61e25fe30f06_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f7edd84b-e72e-3dce-b7a1-460db69053bc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f80717a6-aac7-3945-b973-ff56ae98f610_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8119caa-8280-342c-880c-39e85170547b_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_11_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_19_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_21_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_25_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8364ee1-411d-36c4-9ce7-800df6d8f2b2_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8822ba4-0e8d-36a2-8fd3-a5380aa3743c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f88a4426-51aa-3249-924c-63bdc913e81b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8aab31f-374b-397e-8a2a-9faa50851a6d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8b17650-823b-371a-9c3d-b10e8843ccca_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8be0011-5915-3d31-a604-301f47c755e5_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8d9e530-0786-3fcf-9630-6eba50f0160d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8e8fdbf-4ee8-329e-8259-faf8283e69e2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f8fc8780-bb37-3af0-a70e-6bde59133c32_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f91485ce-ca12-3673-b5da-5d7d65dbda7f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f926e71e-50b9-3728-8b6a-bd79902692c8_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f92e711c-c5de-3240-9c2d-24eae972c7a1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f93759bd-e214-335b-918a-20ab272b97d4_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f93d000e-1d8d-3d91-8b53-ebc9376aa0d1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9418b92-3408-3d25-9361-9fff3a5a0509_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f94e8065-817f-3aa1-911b-9f98b7b23fbb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f96126fa-0cca-3618-a38d-f87e24202663_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f970b786-b910-318e-8909-13e8d7d31100_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f97f2121-c99e-316e-a015-54beec49dce2_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9853b78-ea7a-3d56-9939-1eb7a860d703_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f98eb1df-ac00-3129-8d49-cc358d42d80c_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9a205df-2c32-3f4c-8466-ab29d9d15b16_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9a205df-2c32-3f4c-8466-ab29d9d15b16_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9c1c3b6-a3d9-373f-83fe-7ab5dd23cca3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9db0634-19ad-342f-9424-81c7967c060e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9db0a4b-9df9-3951-ac9c-5489f24b85bd_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9e7109e-e977-33dc-a05d-a553c7757f5f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9eecc62-6406-3e64-8874-8e92db0d2654_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_f9f314f5-d43f-3de1-b7c5-ed4c9e1cb822_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fa1c2d57-8810-3bdc-989c-7681ea9db2ee_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fa38a4fb-d7b8-3d05-8835-682e0fe49355_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fa5fe381-9669-34f1-8d7c-f95186781b6e_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fa662fe9-87e2-3a19-8a7b-f274788e72e2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fa6de3c6-a6c6-3b42-94a0-41231ebacc55_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fa9ffa96-f486-3cd5-b72e-dcc0cf7bab01_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fab17b7e-bfa4-3bff-8b36-4ccd576bf120_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fac7c7e1-e01b-3c38-bf7b-bd2443d3d161_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fad49af3-1d93-37eb-b385-924c2a832ce5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fad9ff26-85cf-35c6-997b-ad2d33491796_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fb4244a1-0a97-3b03-8c61-078ecd48745f_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fb739ac3-86c9-36bc-bb4a-f420d64ecef5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fb82037b-d7fc-3252-98a1-8d95eb18aedf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fba112b0-a94f-334e-b178-e1ee769c5904_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fbc80cad-ac6f-3576-a3c9-f5251707b82f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fbe4f23d-0148-3e3c-bb65-df32dd4b35fc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fbe6283d-af34-37f3-80f3-bf5edb63e9c1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fbe98eb2-5de7-3fd5-81bf-cd1db0dc6e60_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fbf1dfef-7697-35b1-b479-6453c66a0297_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc07e139-886d-3125-aa41-c5e849d722f6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc1728a0-a7fb-3345-9d64-f2f8c2d205f1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_13_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_25_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_27_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_31_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_33_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_5_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_7_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2a52ff-6218-30b0-b49a-a56694882b2c_9_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc2e99fa-df4f-3705-9d1d-c439e73aacdc_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fc9790ea-118e-308d-891b-fee9125444ec_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fca47992-8505-3c3e-a74b-67533794b64b_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fcbe27b1-9b2a-3bb1-9ed1-8c226e689c51_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fcc07a1a-0f34-3103-a121-259665818117_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fcc62776-e9e1-32ae-9163-fd64d7dfb28d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fcdb3769-4cfc-3b9f-88fd-887b6612e8ab_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fce08acd-6d2c-3b85-910f-f53b2e2727a2_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fcee4684-825a-30d2-9e45-09de8c8bf12d_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fcfa94f1-acbf-3987-a3c1-b387413c92e1_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fcfde424-fcfe-3073-aca1-04e2c78dc6fb_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fd12c52a-8d41-3ae2-bd93-ffc08b2417d0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fd17c133-b89e-379f-8f77-451f42d0cb26_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fd3d5444-1d3c-30d8-b690-3fc93bb80d35_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fd651c20-9ef3-33c3-8d1f-309fe5868a32_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fd675d7f-0f0e-3091-9746-01c541d4dff3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fdce4ae0-6029-3471-bf07-d14445a0f4f0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fdea0236-36ad-3a68-bf35-1cd110dddac7_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fdfddc89-3dbc-3e31-a212-1a2e0d83831f_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fe0d6445-697a-3a22-9119-8dc76242dcbf_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fe2c455e-c4da-31fb-9858-813f98627653_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fe2d1b94-9b89-3e72-9dcb-544be7009467_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fe2d1b94-9b89-3e72-9dcb-544be7009467_3_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fe3e1a13-52ad-3e5e-bb77-4b0f03ee1b04_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fe5cba82-e5bf-3b50-8dc4-3eb65ff63385_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fe9f83be-ff74-3677-8644-6373821afc26_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fea017a0-41e3-34d3-83ee-959461b068b6_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fea9b744-ed41-35a8-b0b1-fa6edb5415c0_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_feab51ac-ccc7-392c-88bd-c7cfe736aa01_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_feacb2f0-8d8c-32df-bb7e-a41e5490619c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fec3dcae-5b29-3947-b4ad-68128f4b6adf_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fec9aad5-cde3-37f0-8936-fd7135e7d442_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fee092ba-2440-34b1-b9ae-a828a8624888_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ff00dbed-a588-3e2c-80d4-c597d07eea94_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ff19cda1-a89b-34b2-9967-e8099138287d_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ff3306c0-eea5-3bf3-a605-e4fa7c19cc65_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ff3c1872-1c32-324a-a77a-fe818e3a0831_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ff593694-fb2c-319d-8293-bccf45486611_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ff6c3416-2d9c-340c-ab3a-37ea7dc7f6e3_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ff98b2d7-c395-33ef-ad85-9ee2fdabe15a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ff9c22e5-b8a0-30ef-a975-d7c1eadefbbc_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ffba989b-425f-344c-83a2-0ea7a9709692_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_ffe62c49-a1be-3dc3-a789-bf791284ec2a_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. I_fff98ca6-722f-3122-819c-2b5ad8091120_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "http://www.imsglobal.org/xsd/imslticc_v1p0" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). - 0c792975-ae07-4dfa-b551-469fcbf3310a Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. - e7354721-6b0e-4594-84c1-6781862d4f11 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. - 0432308d-74dc-472b-a168-5b677b28847e Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). - fbf71b18-e1ef-4e55-9def- 59f0567e5c9c Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. - d24efa3f-277b-4028-bdf1-1fe136db0df6 The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). - 19e4f5ca-8e2c-4eba-ac9f-b696de52b119 Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). - 516933af-0348-4fa3-b584-c5d9b1b11f45 Identify the value of pennies, nickels, dimes and quarters. - 50024d4c-6b93-4e94-8950-d1da439b14b2 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). - 80f34b4e- 4c24-43f6-ba89-fa1afd197ae7 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - 79792527-4380-491b-905a-a92d475776be Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: - 10b67c69-d7a4-4612-a635-804c4b1044e6 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - cb42a204-fc01-4c23-ae19-7c23c06082f0 Count within 1000; skip-count by 5s, 10s, and 100s. - 9074551e-e8f8-4a1a-ad4a-eb218d174321 Make sense of problems and persevere in solving them. - db656dba-3ee7-423e-9020-626812d8c8d3 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - 1c9f077b-b352-4d9c-afcc-dc8546a9a98b Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. - 18c69787-5d4d-40f9-9ccd-29ab20cfc1bf Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. - 489819d6-1d1e-44c3-be58- f2254d627b54 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) - 2903a65e-90e6-445e-9c20-68758f155517 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. - 917caa5e-2adf-4d7c-9721-c956cac047a2 Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. - 389c23f0-9e4f-43df-976f-1e610d0a081a Compare the values of the two categories of data in terms of more or less. - 1a1f911b-d372-4227-bdd9- ea50d3ef57d6 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. - 341d0720-5266-4d58-b331-2a4634e12ede Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - 72b9c40e-c056-456d- 8341-edbb25a40601 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. - db757442-51c2-49ba-9a88-f03fb5e96b5f Understand the relationship between numbers and quantities; connect counting to cardinality. - b7465e6d-bb8b-417c-a30e-dffefc784ed5 Compare two numbers between 1 and 10 presented as written numerals. - 3d825676-c101-4a4c-9f6a- 5387827b3546 Determine if equations are true or false, using whole number totals within 10. - 33e9b268-f0ac-469e- 991a-b173354da979 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. - 84ae929a-e9f8- 47bb-9378-9198778377eb Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. - c76301d7-0a04- 493b-904d-e3b0e640b4be Recognize subtraction as the inverse of addition. - 8a7d70fa-70d7-4671-b660-762b239a3ee8 Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) - 3d647cc4-5072-47d8-af2d- dbc4d392e2ad Construct viable arguments and critique the reasoning of others. - 78332818-27d5-4b06-9369- fd35deb0af11 Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). - 65e46a2b-8582-44b3-a1be-75d62579d494 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. - 8b8ea8d5-25f2-4ced- ae72-81d32fc47716 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. - 8eb929a3-c56c-4047-9368-ac82f7c2b9c7 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. - cda00ede-e4c5-4137-83ca-8a00bc5aec45 Find the unknown number in an addition or subtraction equation using whole number totals within 10. - bbeae263-bd15-4f16-b922-f3b7e2c4c0f7 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. - 09323957-9518-417f-a1ba-c3fd85391300 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. - 61EB17D7-11AC-43F1-8B9B-D315C6E267D2 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). - 8dd074dc-726d-4c05- ad6a-f947f2571b49 Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). - c148a65f-3157-442f-b19e-cb121541b88f Apply properties of operations as strategies to add and subtract. - e229cbcc-b56d-4606-bce1- bef50b16afdf Count to 100 by ones and by tens. - 8bab9305-fc13-461d-953b-26f0259be197 Look for and make use of structure. - 753f388e-e7b0-4192-b79d-4dac6f0ca194 Solve addition and subtraction word problems within 20. - b660f792-5303-42da-8d3d-36f69155e519 Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). - 336cd61d-0d9c-4088-88ad-c78f432933a9 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. - 4321ae9e-b80f-4ab2-8995-510c69c3cf4a Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. - a33972f4-7d71-4266-9044- 3351eda8f275 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. - dd169fb2-63f8-4f04-8418-bcae4ac1dc96 Look for and express regularity in repeated reasoning. - 464690b2-2313-4a93-a9da-ea512f6b7ed6 English language learners communicate for social and instructional purposes within the school setting. - D7BEB0F4-C962-45CD-A245-6DF8AED7773D Tell and write time from analog and digital clocks to the nearest five minutes. - 3ae46c21-f77a-4c7b- a44e-f54ed22120e8 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). - 24cd1988-7f7e-40ea-8ebc- ee2e6da5f3d5 Order three objects by length; compare the lengths of two objects indirectly by using a third object. - ab68b8b7-2108-4caa-96e0-feaf58202f0a Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - 104e38e2-2215-41ff-ae1f-1ad2edbdca4a Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. - 09918bba-ca74-49ca-9cf0-79774995d940 Count backwards to subtract to a specified number family less than 20. - 3b281a77-ad84-428c-8cab- d361a85bf8d3 Tell time in whole and half hours using a digital clock. - 97315d7d-9f9f-48c8-b69f-7dc3b779d4c2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. - 4e3123c1-fe0f-4755-bbb9-a0db846489eb Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. - 050e03c5-b069-4ec0-b145-4d1238f9df65 Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. - 9ddd37c7-ebad-4f3e- bbcd-99a97c3f9f83 Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). - ac19b6cb-b60f-4f44-a16f-1a61e989c5dd Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) - d15d6947-7683-48ab-b40f- b7324cab2a55 Rote count up to 100. - 6a51be32-b56d-4ae0-8771-5457ddbca0ca Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. - bcc217cf-bf7c-4030-9a4f-bb11c365b158 Attend to precision. - cc88d0e7-1375-41f3-89ff-b0557b54b359 Model with mathematics. - e779da50-d12e-4314-966c-08e1656d94a3 Recognize addition as commutative. - d87c2e17-0dd9-4aa8-8ccb-beb6dd16e9ad Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. - 8e8b0df6- 288c-4227-a3ed-8c762ee04067 The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - db03be6e-5cf0-4e72-8055-db352fe707a7 Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. - 016899e3-4be2-4d9c-bf36-b9d283893092 Use base ten blocks to add single digit numbers that result in two-digit sums. - 537e0dd0-adbf-41f6- b597-cdca0e96b873 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. - 750a2021-cf5a-4951-adec-5657af3d18af Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). - ed74f78f-301f-4fc2-a6a4-098803afa2f3 Explain why addition and subtraction strategies work, using place value and the properties of operations. - 2aa3ce86-5813-436b-9c36-2e205a464be3 Understand that the two digits of a two-digit number represent amounts of tens and ones. - a5fee44a- 68da-4424-94aa-1ee17c7d1b4d Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. - 2b7985a9-faec- 49ee-a689-ab8df49cf4e6 Correctly name shapes regardless of their orientations or overall size. - 0b3b7d90-178f-4f2e-90d7- 33a53847f76a Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. - 61fd72ed-1c71-4d1b-b219-fb06c6dc30ea 10 can be thought of as a bundle of ten ones — called a “ten.” - 78cb9315-bdaa-45fe-8491- 91f7c03b23e7 Use a ruler to measure the length of an object with exact whole units. - 12fe14be-7832-460b-b666- b92d8d2b89ca Reason abstractly and quantitatively. - 0331111e-4349-473a-ae23-5b4b6572bb0c Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. - f91a30a9-10cf-4171-babe-d2e4d3631b57 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. - 90ced382-e8e7-45f5-8feb-dc7b2683d673 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. - 247b473c-bb68-4e8c- aedf-7bcc4ad589f9 Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” - 1486271e-817a-43f0-80a1-097a69f476fd Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” - 83094872-56b7-4061-aa90-d92ff0f729d7 Draw or build two- and three-dimensional shapes. - 5f59b189-33ad-45f3-9e46-b62cd9b40772 Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). - 96d969a7-6ce2-413a-ad9a-2c63ca017013 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). - 50e2a7c6-963e-4012-a8b1-bbb2d581b2a5 Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. - 726603bb-8fa0-4ca1-8a83-79cc838f5f62 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. - 86d942fd-1a29-4e92-a437-59603611e704 Partition circles and rectangles into two and four equal parts. - 2a10d2e5-3752-4789-b4d1- 8e3a06e076ea Use appropriate tools strategically. - 85786a83-8e8e-4f2c-9ee5-c473a733533a Identify the value of the numbers in the tens and one place within a given number up to 31. - 3e543dee- 9743-44ab-a27b-340b0166a872 Order three objects by length; compare the length of two objects indirectly by using a third object. - 1133c5c7-b788-4b37-a985-613787a294c2 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. - b779e19a-9e2b- 4b26-918c-3cd969da6fcb Order up to three objects based on a measurable attribute (height, weight, length). - e549183b-bd15- 497f-8e77-99272c7c2569 Tell and write time in hours and half-hours using analog and digital clocks. - 53c92c55-bb3f-4820-9154- d96d116f8c89 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. - c0cb4854-f34d-45d2-97d9-f39e8a9dd5d5 Understand subtraction as an unknown-addend problem. - 023f117a-3080-4326-831c-fccb6dc816e3 Use counting on to find the sum of two addends. - 29ed2105-8117-4b1b-83ff-4bcf0a76a6b4 List of all Files Validated: imsmanifest.xml I_00015ec7-9e89-3344-a946-79025e239875_1_R/BasicLTI.xml I_0003a3b3-1d7b-37ae-9932-984d1ad87852_R/BasicLTI.xml I_00046fca-9cbe-3775-8238-d29f8c76ece8_1_R/BasicLTI.xml 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I_ff4d7b73-2225-3c38-9de2-881af4676102_1_R/BasicLTI.xml I_ff593694-fb2c-319d-8293-bccf45486611_R/BasicLTI.xml I_ff6c3416-2d9c-340c-ab3a-37ea7dc7f6e3_1_R/BasicLTI.xml I_ff6c3ce7-a847-39f6-bdd4-bca523c223ee_R/BasicLTI.xml I_ff6d5e3d-7d25-310b-b950-a5d8cd138c79_1_R/BasicLTI.xml I_ff86c4f2-c618-3e0b-a8db-35e1d13100bc_1_R/BasicLTI.xml I_ff98b2d7-c395-33ef-ad85-9ee2fdabe15a_R/BasicLTI.xml I_ff98ca06-7447-3124-b915-0b3df3fdfcc1_1_R/BasicLTI.xml I_ff995cd3-a887-3ac6-a8d2-5bb63efa59de_1_R/BasicLTI.xml I_ff99824f-de76-300c-9799-3ab5cb13f632_R/BasicLTI.xml I_ff9c22e5-b8a0-30ef-a975-d7c1eadefbbc_R/BasicLTI.xml I_ffba989b-425f-344c-83a2-0ea7a9709692_1_R/BasicLTI.xml I_ffc9b641-476d-3352-a36a-877ed19459cb_1_R/BasicLTI.xml I_ffca70d2-00a5-30b1-bd9a-c375c921c002_1_R/BasicLTI.xml I_ffe11f57-5b2e-3bdf-9790-995217efe90d_R/BasicLTI.xml I_ffe62c49-a1be-3dc3-a789-bf791284ec2a_R/BasicLTI.xml I_fff98ca6-722f-3122-819c-2b5ad8091120_R/BasicLTI.xml Title: enVision Florida Mathematics 2020 Grade 1 Description: enVision Florida Mathematics 2020 Grade 1 Grade 1 Learning Centers for Students Topic 1: Understand Addition and Subtraction 1-1: Add To 1-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Topic 1: Today's Challenge 1-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Game: Tentacles 1-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Put Together 1-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Topic 1: Today's Challenge 1-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Game: Tentacles 1-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-3: Both Addends Unknown 1-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Topic 1: Today's Challenge 1-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3 Digital Math Tool Activity 1-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-4: Take From 1-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Topic 1: Today's Challenge 1-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4 Digital Math Tool Activity 1-4: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-5: Compare Situations 1-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Topic 1: Today's Challenge 1-5: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5 Digital Math Tool Activity 1-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: More Compare Situations 1-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Topic 1: Today's Challenge 1-6: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6 Digital Math Tool Activity 1-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-7: Change Unknown 1-7: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Topic 1: Today's Challenge 1-7: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7 Digital Math Tool Activity 1-7: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Practice Adding and Subtracting 1-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Topic 1: Today's Challenge 1-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Game: Fancy Flea - Missing Parts to 12 1-8: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-9: Problem Solving: Construct Arguments 1-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Topic 1: Today's Challenge 1-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Game: Tentacles 1-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Topic 2: Fluently Add and Subtract Within 10 2-1: Count On to Add 2-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 2: Today's Challenge 2-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1 Digital Math Tool Activity 2-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Doubles 2-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 2: Today's Challenge 2-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2 Digital Math Tool Activity 2-2: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Near Doubles 2-3: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 2: Today's Challenge 2-3: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3 Digital Math Tool Activity 2-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Facts with 5 on a Ten-Frame 2-4: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 2: Today's Challenge 2-4: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4 Digital Math Tool Activity 2-4: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-5: Add in Any Order 2-5: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Recognize addition as commutative. Topic 2: Today's Challenge 2-5: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Recognize addition as commutative. Game: Tentacles 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Recognize addition as commutative. 2-6: Count Back to Subtract 2-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 2: Today's Challenge 2-6: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6 Digital Math Tool Activity 2-6: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-7: Think Addition to Subtract 2-7: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. Topic 2: Today's Challenge 2-7: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. 2-8: Solve Word Problems with Facts to 10 2-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 2: Today's Challenge 2-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8 Digital Math Tool Activity 2-8: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-9: Problem Solving: Look For and Use Structure 2-9: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Topic 2: Today's Challenge 2-9: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Game: Fluency - Add and Subtract within 10 2-9: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-9: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Topic 3: Addition Facts to 20: Use Strategies 3-1: Count On to Add 3-1: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use counting on to find the sum of two addends. Topic 3: Today's Challenge 3-1: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use counting on to find the sum of two addends. 3-1 Digital Math Tool Activity 3-1: Problem-Solving Reading Activity Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-1: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use counting on to find the sum of two addends. 3-2: Count On to Add Using an Open Number Line 3-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Topic 3: Today's Challenge 3-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Game: Fancy Flea - Missing Parts to 12 3-2: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-3: Doubles 3-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 3: Today's Challenge 3-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3 Digital Math Tool Activity 3-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Doubles Plus 3-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 3: Today's Challenge 3-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 3-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-5: Make 10 to Add 3-5: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 3: Today's Challenge 3-5: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-5 Digital Math Tool Activity 3-5: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Continue to Make 10 to Add 3-6: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 3: Today's Challenge 3-6: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Game: Fluency - Add and Subtract within 10 3-6: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Explain Addition Strategies 3-7: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 3: Today's Challenge 3-7: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Digital Math Tool Activities 3-7: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-8: Solve Addition Word Problems with Facts to 20 3-8: Visual Learning Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Topic 3: Today's Challenge 3-8: Reteach to Build Understanding Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8 Digital Math Tool Activity 3-8: Another Look Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-9: Problem Solving: Critique Reasoning 3-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Topic 3: Today's Challenge 3-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Game: Fancy Flea - Missing Parts to 12 3-9: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Topic 4: Subtraction Facts to 20: Use Strategies 4-1: Count to Subtract 4-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count backwards to subtract to a specified number family less than 20. Topic 4: Today's Challenge 4-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count backwards to subtract to a specified number family less than 20. 4-1: Digital Math Tool Activity 4-1: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 4-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count backwards to subtract to a specified number family less than 20. 4-2: Make 10 to Subtract 4-2: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 4: Today's Challenge 4-2: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2:Digital Math Tool Activity 4-2: Problem-Solving Reading Activity Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Continue to Make 10 to Subtract 4-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 4: Today's Challenge 4-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Fact Families 4-4: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 4: Today's Challenge 4-4: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4:Digital Math Tool Activity 4-4: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Use Addition to Subtract 4-5: Visual Learning Curriculum Standards: Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 4: Today's Challenge 4-5: Reteach to Build Understanding Curriculum Standards: Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5:Digital Math Tool Activity 4-5: Another Look Curriculum Standards: Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Continue to Use Addition to Subtract 4-6: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 4: Today's Challenge 4-6: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Explain Subtraction Strategies 4-7: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Topic 4: Today's Challenge 4-7: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7:Digital Math Tool Activity 4-7: Problem-Solving Reading Activity Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-8: Solve Word Problems with Facts to 20 4-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. Topic 4: Today's Challenge 4-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. 4-9: Problem Solving: Reasoning 4-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Topic 4: Today's Challenge 4-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Game: Save the Word Grade 1 Topics 1–4 4-9: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Topic 5: Work with Addition and Subtraction Equations 5-1: Find the Unknown Numbers 5-1: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. Topic 5: Today's Challenge 5-1: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 5-1: Problem-Solving Reading Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-1: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-2: True or False Equations 5-2: Visual Learning Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Topic 5: Today's Challenge 5-2: Reteach to Build Understanding Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Digital Math Tool Activity 5-2: Another Look Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-3: Make True Equations 5-3: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an addition or subtraction equation using whole number totals within 10. Topic 5: Today's Challenge 5-3: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an addition or subtraction equation using whole number totals within 10. 5-3: Digital Math Tool Activity 5-3: Problem-Solving Reading Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an addition or subtraction equation using whole number totals within 10. 5-4: Add Three Numbers 5-4: Visual Learning Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Topic 5: Today's Challenge 5-4: Reteach to Build Understanding Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Digital Math Tool Activity 5-4: Another Look Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Word Problems with Three Addends 5-5: Visual Learning Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Topic 5: Today's Challenge 5-5: Reteach to Build Understanding Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Digital Math Tool Activity 5-5: Another Look Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-6: Solve Addition and Subtraction Word Problems 5-6: Visual Learning Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. Topic 5: Today's Challenge 5-6: Reteach to Build Understanding Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. Game: Save the Word Grade 1 Topics 1–4 5-6: Another Look Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-7: Problem Solving: Precision 5-7: Visual Learning Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Topic 5: Today's Challenge 5-7: Reteach to Build Understanding Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 5-7: enVision STEM Activity Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Another Look Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Topic 6: Represent and Interpret Data 6-1: Organize Data Into Three Categories 6-1: Visual Learning Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Topic 6: Today's Challenge 6-1: Reteach to Build Understanding Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Game: Save the Word Grade 1 Topics 1–4 6-1: Problem-Solving Reading Activity Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Another Look Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Collect and Represent Data 6-2: Visual Learning Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Topic 6: Today's Challenge 6-2: Reteach to Build Understanding Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Digital Math Tool Activity 6-2: Problem-Solving Reading Activity Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Another Look Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-3: Interpret Data 6-3: Visual Learning Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Compare the values of the two categories of data in terms of more or less. Topic 6: Today's Challenge 6-3: Reteach to Build Understanding Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Compare the values of the two categories of data in terms of more or less. 6-3: Digital Math Tool Activity 6-3: Another Look Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Compare the values of the two categories of data in terms of more or less. 6-4: Continue to Interpret Data 6-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Topic 6: Today's Challenge 6-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Digital Math Tool Activity 6-4: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-5: Problem Solving: Make Sense and Persevere 6-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Topic 6: Today's Challenge 6-5: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Game: Fluency - Add and Subtract within 10 6-5: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Topic 7: Extend the Counting Sequence 7-1: Count by 10s to 120 7-1: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Topic 7: Today's Challenge 7-1: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Game: Gobbling Globs - Tens and Ones 7-1: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-2: Count by 1s to 120 7-2: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Rote count up to 100. Topic 7: Today's Challenge 7-2: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Rote count up to 100. 7-2: Digital Math Tool Activity 7-2: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Rote count up to 100. 7-3: Count on a Number Chart to 120 7-3: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Topic 7: Today's Challenge 7-3: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Digital Math Tool Activity 7-3: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-4: Count by 1s or 10s to 120 7-4: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Topic 7: Today's Challenge 7-4: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Game: Gobbling Globs - Tens and Ones 7-4: enVision STEM Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-5: Count on an Open Number Line 7-5: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Topic 7: Today's Challenge 7-5: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Game: Gobbling Globs - Tens and Ones 7-5: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-6: Count and Write Numerals 7-6: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Topic 7: Today's Challenge 7-6: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Digital Math Tool Activity 7-6: enVision STEM Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-7: Problem Solving: Repeated Reasoning 7-7: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Topic 7: Today's Challenge 7-7: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Game: Fluency - Add and Subtract within 10 7-7: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Topic 8: Understand Place Value 8-1: Make Numbers 11 to 19 8-1: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Topic 8: Today's Challenge 8-1: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Digital Math Tool Activity 8-1: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-2: Numbers Made with Tens 8-2: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Topic 8: Today's Challenge 8-2: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Game: Gobbling Globs - Tens and Ones 8-2: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-3: Count with Groups of Tens and Ones 8-3: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Topic 8: Today's Challenge 8-3: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Digital Math Tool Activity 8-3: enVision STEM Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-4: Tens and Ones 8-4: Visual Learning Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of the numbers in the tens and one place within a given number up to 31. Topic 8: Today's Challenge 8-4: Reteach to Build Understanding Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of the numbers in the tens and one place within a given number up to 31. Game: Gobbling Globs - Tens and Ones 8-4: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-4: Another Look Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of the numbers in the tens and one place within a given number up to 31. 8-5: Continue with Tens and Ones 8-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Topic 8: Today's Challenge 8-5: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Game: Gobbling Globs - Tens and Ones 8-5: enVision STEM Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-6: Different Names for the Same Number 8-6: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Topic 8: Today's Challenge 8-6: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Digital Math Tool Activity 8-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-7: Problem Solving: Look For and Use Structure 8-7: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Topic 8: Today's Challenge 8-7: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Game: Save the Word: Grade 1 Topics 1-8 8-7: Problem-Solving Reading Activity Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Topic 9: Compare Two-Digit Numbers 9-1: 1 More, 1 Less; 10 More, 10 Less 9-1: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Topic 9: Today's Challenge 9-1: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 9-1: enVision STEM Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Find Numbers on a Hundred Chart 9-2: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Topic 9: Today's Challenge 9-2: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Digital Math Tool Activity 9-2: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-3: Compare Numbers 9-3: Visual Learning Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Topic 9: Today's Challenge 9-3: Reteach to Build Understanding Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Digital Math Tool Activity 9-3: Problem-Solving Reading Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Another Look Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Compare Numbers with Symbols (>, <, =) 9-4: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Topic 9: Today's Challenge 9-4: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Digital Math Tool Activity 9-4: Problem-Solving Reading Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Compare Numbers on a Number Line 9-5: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Topic 9: Today's Challenge 9-5: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 9-5: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-6: Problem Solving: Make Sense and Persevere 9-6: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Topic 9: Today's Challenge 9-6: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Game: Fluency - Add and Subtract within 10 9-6: enVision STEM Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Topic 10: Use Models and Strategies to Add Tens 10-1: Add Tens Using Models 10-1: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Topic 10: Today's Challenge 10-1: Reteach to Build Understanding Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Digital Math Tool Activity 10-1: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-2: Mental Math: Ten More Than a Number 10-2: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Topic 10: Today's Challenge 10-2: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 10-2: Digital Math Tool Activity 10-2: Problem-Solving Reading Activity Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-2: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-3: Add Tens and Ones Using a Hundred Chart 10-3: Visual Learning Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Topic 10: Today's Challenge 10-3: Reteach to Build Understanding Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Digital Math Tool Activity 10-3: enVision STEM Activity Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Another Look Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Add Tens and Ones Using an Open Number Line 10-4: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Topic 10: Today's Challenge 10-4: Reteach to Build Understanding Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Digital Math Tool Activity 10-4: Problem-Solving Reading Activity Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Add Tens and Ones Using Models 10-5: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Topic 10: Today's Challenge 10-5: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Game: Gobbling Globs - Tens and Ones 10-5: enVision STEM Activity Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Make a Ten to Add 10-6: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Topic 10: Today's Challenge 10-6: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Digital Math Tool Activity 10-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Add Using Place Value 10-7: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Topic 10: Today's Challenge 10-7: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Game: Gobbling Globs - Tens and Ones 10-7: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-8: Practice Adding Using Strategies 10-8: Visual Learning Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Topic 10: Today's Challenge 10-8: Reteach to Build Understanding Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Game: Gobbling Globs - Tens and Ones 10-8: Another Look Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-9: Problem Solving: Model with Math 10-9: Visual Learning Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Topic 10: Today's Challenge 10-9: Reteach to Build Understanding Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Game: Save the Word: Grade 1 Topics 1-8 10-9: Another Look Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Topic 11: Use Models and Strategies to Subtract Tens 11-1: Subtract Tens Using Models 11-1: Visual Learning Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Topic 11: Today's Challenge 11-1: Reteach to Build Understanding Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Digital Math Tool Activity 11-1: Another Look Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Subtract Tens Using a Hundred Chart 11-2: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Topic 11: Today's Challenge 11-2: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Digital Math Tool Activity 11-2: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Subtract Tens Using an Open Number Line 11-3: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Topic 11: Today's Challenge 11-3: Reteach to Build Understanding Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Game: Amazing Savings 1 11-3: enVision STEM Activity Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Use Addition to Subtract Tens 11-4: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Topic 11: Today's Challenge 11-4: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Digital Math Tool Activity 11-4: Problem-Solving Reading Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-5: Mental Math: Ten Less Than a Number 11-5: Visual Learning Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Topic 11: Today's Challenge 11-5: Reteach to Build Understanding Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Digital Math Tool Activity 11-5: enVision STEM Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Another Look Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-6: Use Strategies to Practice Subtraction 11-6: Visual Learning Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Topic 11: Today's Challenge 11-6: Reteach to Build Understanding Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 11-6: Problem-Solving Reading Activity Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-7: Problem Solving: Model with Math 11-7: Visual Learning Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Topic 11: Today's Challenge 11-7: Reteach to Build Understanding Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Digital Math Tool Activity 11-7: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Topic 12: Measure Lengths 12-1: Compare and Order by Length 12-1: Visual Learning Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). Topic 12: Today's Challenge 12-1: Reteach to Build Understanding Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). Game: Fluency - Add and Subtract within 10 12-1: enVision STEM Activity Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-1: Another Look Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). 12-2: Indirect Measurement 12-2: Visual Learning Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Topic 12: Today's Challenge 12-2: Reteach to Build Understanding Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Game: Fluency - Add and Subtract within 10 12-2: Problem-Solving Reading Activity Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Another Look Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-3: Use a Ruler to Measure 12-3: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. Topic 12: Today's Challenge 12-3: Reteach to Build Understanding Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. 12-3: Digital Math Tool Activity 12-3: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. 12-3: Pick a Project Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-4: Problem Solving: Use Appropriate Tools 12-4: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Topic 12: Today's Challenge 12-4: Reteach to Build Understanding Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Digital Math Tool Activity 12-4: Problem-Solving Reading Activity Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Topic 13: Time and Money 13-1: Tell the Value of Coins Topic 13: Today's Challenge 13-1: Digital Math Tool Activity 13-1: Reteach to Build Understanding Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Another Look Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Find the Value of a Group of Coins Topic 13: Today's Challenge 13-2: Digital Math Tool Activity 13-2: Reteach to Build Understanding Curriculum Standards: Identify the value of pennies, nickels, dimes and quarters. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Another Look Curriculum Standards: Identify the value of pennies, nickels, dimes and quarters. 13-3: Understand the Hour and Minute Hands 13-3: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Topic 13: Today's Challenge 13-3: Reteach to Build Understanding Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Digital Math Tool Activity 13-3: Problem-Solving Reading Activity Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Tell and Write Time to the Hour 13-4: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Topic 13: Today's Challenge 13-4: Reteach to Build Understanding Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Digital Math Tool Activity 13-4: enVision STEM Activity Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 13-4: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-5: Tell and Write Time to the Half Hour 13-5: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Topic 13: Today's Challenge 13-5: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Tell time in whole and half hours using a digital clock. Game: Save the Word: Grade 1 Topics 1–12 13-5: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. 13-5: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Tell time in whole and half hours using a digital clock. 13-6: Problem Solving: Reasoning 13-6: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Topic 13: Today's Challenge 13-6: Reteach to Build Understanding Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Game: Fluency - Add and Subtract within 10 13-6: enVision STEM Activity Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Topic 14: Reason with Shapes and Their Attributes 14-1: Use Attributes to Define Two-Dimensional (2-D) Shapes 14-1: Visual Learning Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Topic 14: Today's Challenge 14-1: Reteach to Build Understanding Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Digital Math Tool Activity 14-1: enVision STEM Activity Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Another Look Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Defining and Non-Defining Attributes of 2-D Shapes 14-2: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Topic 14: Today's Challenge 14-2: Reteach to Build Understanding Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Digital Math Tool Activity 14-2: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-3: Build and Draw 2-D Shapes by Attributes 14-3: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Draw or build two- and three-dimensional shapes. Topic 14: Today's Challenge 14-3: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Draw or build two- and three-dimensional shapes. Game: Save the Word: Grade 1 Topics 1–12 14-3: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Draw or build two- and three-dimensional shapes. 14-4: Compose 2-D Shapes 14-4: Visual Learning Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Topic 14: Today's Challenge 14-4: Reteach to Build Understanding Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Digital Math Tool Activity 14-4: enVision STEM Activity Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Another Look Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Compose New 2-D Shapes from 2-D Shapes 14-5: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Topic 14: Today's Challenge 14-5: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Digital Math Tool Activity 14-5: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-6: Use Attributes to Define Three-Dimensional (3-D) Shapes 14-6: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Topic 14: Today's Challenge 14-6: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Digital Math Tool Activity 14-6: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Defining and Non-Defining Attributes of 3-D Shapes 14-7: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Topic 14: Today's Challenge 14-7: Reteach to Build Understanding Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Game: Fluency - Add and Subtract within 10 14-7: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-8: Compose with 3-D Shapes 14-8: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Topic 14: Today's Challenge 14-8: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Game: Amazing Savings 1 14-8: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-9: Problem Solving: Make Sense and Persevere 14-9: Visual Learning Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Topic 14: Today's Challenge 14-9: Reteach to Build Understanding Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Digital Math Tool Activity 14-9: Another Look Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Topic 15: Equal Shares of Circles and Rectangles 15-1: Make Equal Shares 15-1: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Topic 15: Today's Challenge 15-1: Reteach to Build Understanding Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Digital Math Tool Activity 15-1: Problem-Solving Reading Activity Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-2: Make Halves and Fourths of Rectangles and Circles 15-2: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal parts. Topic 15: Today's Challenge 15-2: Reteach to Build Understanding Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal parts. 15-2: Digital Math Tool Activity 15-2: enVision STEM Activity Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-2: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal parts. 15-3: Understand Halves and Fourths 15-3: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Topic 15: Today's Challenge 15-3: Reteach to Build Understanding Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Game: Save the Word: Grade 1 Topics 1–15 15-3: Problem-Solving Reading Activity Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-4: Problem Solving: Model with Math 15-4: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Topic 15: Today's Challenge 15-4: Reteach to Build Understanding Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Game: Save the Word: Grade 1 Topics 1–15 15-4: Pick a Project Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Grade 1 Readiness Tests Grade 1 Readiness Test Grade 1 Online Readiness Test Curriculum Standards: Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Understand the relationship between numbers and quantities; connect counting to cardinality. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem (Students are not required to independently read the word problems.) Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Math Practices Animations Math Practice 1 Animation Math Practice 2 Animation Math Practice 3 Animation Math Practice 4 Animation Math Practice 5 Animation Math Practice 6 Animation Math Practice 7 Animation Math Practice 8 Animation Topic 1: Understand Addition and Subtraction Topic 1: Animated Math Story: Subtraction Dance Party Topic 1: Today's Challenge Topic 1: Beginning of Topic Interactive Student Edition: Beginning of Topic 1 Topic 1: enVision STEM Activity Topic 1: Review What You Know Topic 1: Vocabulary Cards 1-1: Add To Interactive Student Edition: Grade 1 Lesson 1-1 Math Anytime 1-1: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-1: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Practice and Problem Solving 1-1: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-1: Interactive Practice Buddy 1-1: Interactive Additional Practice Step 3: Assess & Differentiate 1-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-1: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-1: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-1: Enrichment Game: Tentacles 1-1: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Spanish Resources 1-1: eText del Libro del estudiante 1-1: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-1: Amigo de práctica interactiva 1-1: Práctica adicional 1-2: Put Together Interactive Student Edition: Grade 1 Lesson 1-2 Math Anytime 1-2: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Practice and Problem Solving 1-2: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Interactive Practice Buddy 1-2: Interactive Additional Practice Step 3: Assess & Differentiate 1-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-2: Enrichment Game: Tentacles 1-2: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Spanish Resources 1-2: eText del Libro del estudiante 1-2: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Amigo de práctica interactiva 1-2: Práctica adicional 1-3: Both Addends Unknown Interactive Student Edition: Grade 1 Lesson 1-3 Math Anytime 1-3: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-3: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Practice and Problem Solving 1-3: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3: Interactive Practice Buddy 1-3: Interactive Additional Practice Step 3: Assess & Differentiate 1-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-3: Enrichment 1-3 Digital Math Tool Activity 1-3: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Spanish Resources 1-3: eText del Libro del estudiante 1-3: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-3: Amigo de práctica interactiva 1-3: Práctica adicional 1-4: Take From Interactive Student Edition: Grade 1 Lesson 1-4 Math Anytime 1-4: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Practice and Problem Solving 1-4: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Interactive Additional Practice 1-4: Interactive Practice Buddy Step 3: Assess & Differentiate 1-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-4: Enrichment 1-4 Digital Math Tool Activity 1-4: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Spanish Resources 1-4: eText del Libro del estudiante 1-4: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Amigo de práctica interactiva 1-4: Práctica adicional 1-5: Compare Situations Interactive Student Edition: Grade 1 Lesson 1-5 Math Anytime 1-5: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Practice and Problem Solving 1-5: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5: Interactive Practice Buddy 1-5: Interactive Additional Practice Step 3: Assess & Differentiate 1-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-5: Enrichment 1-5 Digital Math Tool Activity 1-5: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Spanish Resources 1-5: eText del Libro del estudiante 1-5: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-5: Amigo de práctica interactiva 1-5: Práctica adicional Topic 1: 3-Act Math: Grab a Bite Interactive Student Edition: Grade 1,Topic 1: 3-Act Math Mathematical Modeling Topic 1: 3-Act Math: Grab a Bite, Act 1 Topic 1: 3-Act Math: Grab a Bite, Act 2 Topic 1: 3-Act Math: Grab a Bite, Act 3 Topic 1: 3-Act Math: Grab a Bite, Sequel 1-6: More Compare Situations Interactive Student Edition: Grade 1 Lesson 1-6 Math Anytime 1-6: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Practice and Problem Solving 1-6: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Interactive Practice Buddy 1-6: Interactive Additional Practice Step 3: Assess & Differentiate 1-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-6: Enrichment 1-6 Digital Math Tool Activity 1-6: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Spanish Resources 1-6: eText del Libro del estudiante 1-6: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Amigo de práctica interactiva 1-6: Práctica adicional 1-7: Change Unknown Interactive Student Edition: Grade 1 Lesson 1-7 Math Anytime 1-7: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown- addend problem. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-7: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Practice and Problem Solving 1-7: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Interactive Practice Buddy 1-7: Interactive Additional Practice Step 3: Assess & Differentiate 1-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-7: Enrichment 1-7 Digital Math Tool Activity 1-7: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Spanish Resources 1-7: eText del Libro del estudiante 1-7: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-7: Amigo de práctica interactiva 1-7: Práctica adicional 1-8: Practice Adding and Subtracting Interactive Student Edition: Grade 1 Lesson 1-8 Math Anytime 1-8: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-8: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown- addend problem. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Practice and Problem Solving 1-8: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Interactive Practice Buddy 1-8: Interactive Additional Practice Step 3: Assess & Differentiate 1-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-8: Enrichment Game: Fancy Flea - Missing Parts to 12 1-8: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Spanish Resources 1-8: eText del Libro del estudiante 1-8: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 1-8: Amigo de práctica interactiva 1-8: Práctica adicional 1-9: Problem Solving: Construct Arguments Interactive Student Edition: Grade 1 Lesson 1-9 Math Anytime 1-9: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-9: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 1-9: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Practice and Problem Solving 1-9: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 1-9: Interactive Additional Practice Step 3: Assess & Differentiate 1-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 1-9: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 1-9: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 1-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 1-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-9: Enrichment Game: Tentacles 1-9: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 1-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Spanish Resources 1-9: eText del Libro del estudiante 1-9: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 1-9: Práctica adicional Topic 1: End of Topic Interactive Student Edition: End of Topic 1 Topic 1: Fluency Practice Activity Topic 1: Vocabulary Review Topic 1: Reteaching Interactive Student Edition: Topic 1 Assessment Practice Interactive Student Edition: Topic 1 Performance Task Topic 1 Performance Task Topic 1 Assessment 1-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 1-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Game: Fancy Flea - Missing Parts to 12 Topic 1 Online Assessment: Printable Topic 1 Online Assessment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Topic 1: Spanish Assessments Tema 1: Tarea de rendimento Tema 1: Evaluación Topic 2: Fluently Add and Subtract Within 10 Topic 2: Animated Math Story: Addition at the Zoo Topic 2: Today's Challenge Topic 2: Beginning of Topic Interactive Student Edition: Beginning of Topic 2 Topic 2: enVision STEM Activity Topic 2: Review What You Know Topic 2: Vocabulary Cards 2-1: Count On to Add Interactive Student Edition: Grade 1 Lesson 2-1 Math Anytime 2-1: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 2-1: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1: Interactive Practice Buddy 2-1: Interactive Additional Practice Step 3: Assess & Differentiate 2-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-1: Enrichment 2-1 Digital Math Tool Activity 2-1: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 2-1: eText del Libro del estudiante 2-1: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-1: Amigo de práctica interactiva 2-1: Práctica adicional 2-2: Doubles Interactive Student Edition: Grade 1 Lesson 2-2 Math Anytime 2-2: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 2-2: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Interactive Practice Buddy 2-2: Interactive Additional Practice Step 3: Assess & Differentiate 2-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-2: Enrichment 2-2 Digital Math Tool Activity 2-2: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 2-2: eText del Libro del estudiante 2-2: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Amigo de práctica interactiva 2-2: Práctica adicional 2-3: Near Doubles Interactive Student Edition: Grade 1 Lesson 2-3 Math Anytime 2-3: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-3: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 2-3: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Interactive Practice Buddy 2-3: Interactive Additional Practice Step 3: Assess & Differentiate 2-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-3: Enrichment 2-3 Digital Math Tool Activity 2-3: Pick a Project Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 2-3: eText del Libro del estudiante 2-3: Aprendizaje visual Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Amigo de práctica interactiva 2-3: Práctica adicional 2-4: Facts with 5 on a Ten-Frame Interactive Student Edition: Grade 1 Lesson 2-4 Math Anytime 2-4: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-4: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 2-4: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Interactive Practice Buddy 2-4: Interactive Additional Practice Step 3: Assess & Differentiate 2-4: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-4: Enrichment 2-4 Digital Math Tool Activity 2-4: Pick a Project Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 2-4: eText del Libro del estudiante 2-4: Aprendizaje visual Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Amigo de práctica interactiva 2-4: Práctica adicional 2-5: Add in Any Order Interactive Student Edition: Grade 1 Lesson 2-5 Math Anytime 2-5: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-5: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Recognize addition as commutative. 2-5: Convince Me! Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Practice and Problem Solving 2-5: Student Edition Practice Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. 2-5: Interactive Practice Buddy 2-5: Interactive Additional Practice Step 3: Assess & Differentiate 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. 2-5: Enrichment Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. 2-5: Quick Check Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. 2-5: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Recognize addition as commutative. 2-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-5: Enrichment Game: Tentacles 2-5: Pick a Project Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Recognize addition as commutative. Spanish Resources 2-5: eText del Libro del estudiante 2-5: Aprendizaje visual Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Recognize addition as commutative. 2-5: Amigo de práctica interactiva 2-5: Práctica adicional 2-6: Count Back to Subtract Interactive Student Edition: Grade 1 Lesson 2-6 Math Anytime 2-6: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 2-6: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Interactive Practice Buddy 2-6: Interactive Additional Practice Step 3: Assess & Differentiate 2-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-6: Enrichment 2-6 Digital Math Tool Activity 2-6: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 2-6: eText del Libro del estudiante 2-6: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-6: Amigo de práctica interactiva 2-6: Práctica adicional 2-7: Think Addition to Subtract Interactive Student Edition: Grade 1 Lesson 2-7 Math Anytime 2-7: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-7: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. 2-7: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 2-7: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-7: Interactive Practice Buddy 2-7: Interactive Additional Practice Step 3: Assess & Differentiate 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-7: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-7: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-7: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. 2-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-7: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 2-7: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. Spanish Resources 2-7: eText del Libro del estudiante 2-7: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. 2-7: Amigo de práctica interactiva 2-7: Práctica adicional 2-8: Solve Word Problems with Facts to 10 Interactive Student Edition: Grade 1 Lesson 2-8 Math Anytime 2-8: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-8: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 2-8: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Interactive Practice Buddy 2-8: Interactive Additional Practice Step 3: Assess & Differentiate 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-8: Enrichment 2-8 Digital Math Tool Activity 2-8: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 2-8: eText del Libro del estudiante 2-8: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Amigo de práctica interactiva 2-8: Práctica adicional 2-9: Problem Solving: Look For and Use Structure Interactive Student Edition: Grade 1 Lesson 2-9 Math Anytime 2-9: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-9: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-9: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 2-9: Convince Me! Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Practice and Problem Solving 2-9: Student Edition Practice Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 2-9: Interactive Additional Practice Step 3: Assess & Differentiate 2-9: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 2-9: Enrichment Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 2-9: Quick Check Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 2-9: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 2-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-9: Enrichment Game: Fluency - Add and Subtract within 10 2-9: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-9: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Spanish Resources 2-9: eText del Libro del estudiante 2-9: Aprendizaje visual Curriculum Standards: Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 2-9: Práctica adicional Topic 2: End of Topic Interactive Student Edition: End of Topic 2 Topic 2: Fluency Practice Activity Topic 2: Vocabulary Review Topic 2: Reteaching Interactive Student Edition: Topic 2 Assessment Practice Interactive Student Edition: Topic 2 Performance Task Topic 2 Performance Task Topic 2 Assessment 2-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-3: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-4: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-5: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. 2-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-7: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Game: Flying Cow Incident - 1-Digit Numbers Topic 2 Online Assessment: Printable Topic 2 Online Assessment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Topic 2: Spanish Assessments Tema 2: Tarea de rendimento Tema 2: Evaluación Topic 3: Addition Facts to 20: Use Strategies Topic 3: Animated Math Story: Monkey Doubles Topic 3: Today's Challenge Topic 3: Beginning of Topic Interactive Student Edition: Beginning of Topic 3 Topic 3: enVision STEM Activity Topic 3: Review What You Know Topic 3: Vocabulary Cards 3-1: Count On to Add Interactive Student Edition: Grade 1 Lesson 3-1 Math Anytime 3-1: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-1: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use counting on to find the sum of two addends. 3-1: Convince Me! Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Practice and Problem Solving 3-1: Student Edition Practice Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-1: Interactive Practice Buddy 3-1: Interactive Additional Practice Step 3: Assess & Differentiate 3-1: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-1: Enrichment Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-1: Quick Check Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-1: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use counting on to find the sum of two addends. 3-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-1: Enrichment 3-1 Digital Math Tool Activity 3-1: Problem-Solving Reading Activity Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-1: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use counting on to find the sum of two addends. Spanish Resources 3-1: eText del Libro del estudiante 3-1: Aprendizaje visual Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use counting on to find the sum of two addends. 3-1: Amigo de práctica interactiva 3-1: Práctica adicional 3-2: Count On to Add Using an Open Number Line Interactive Student Edition: Grade 1 Lesson 3-2 Math Anytime 3-2: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Practice and Problem Solving 3-2: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Interactive Practice Buddy 3-2: Interactive Additional Practice Step 3: Assess & Differentiate 3-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-2: Enrichment Game: Fancy Flea - Missing Parts to 12 3-2: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Spanish Resources 3-2: eText del Libro del estudiante 3-2: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Amigo de práctica interactiva 3-2: Práctica adicional 3-3: Doubles Interactive Student Edition: Grade 1 Lesson 3-3 Math Anytime 3-3: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 3-3: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3: Interactive Practice Buddy 3-3: Interactive Additional Practice Step 3: Assess & Differentiate 3-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-3: Enrichment 3-3 Digital Math Tool Activity 3-3: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 3-3: eText del Libro del estudiante 3-3: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-3: Amigo de práctica interactiva 3-3: Práctica adicional 3-4: Doubles Plus Interactive Student Edition: Grade 1 Lesson 3-4 Math Anytime 3-4: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 3-4: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Interactive Practice Buddy 3-4: Interactive Additional Practice Step 3: Assess & Differentiate 3-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-4: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 3-4: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 3-4: eText del Libro del estudiante 3-4: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Amigo de práctica interactiva 3-4: Práctica adicional 3-5: Make 10 to Add Interactive Student Edition: Grade 1 Lesson 3-5 Math Anytime 3-5: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-5: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use base ten blocks to add single digit numbers that result in two-digit sums. 3-5: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 3-5: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-5: Interactive Practice Buddy 3-5: Interactive Additional Practice Step 3: Assess & Differentiate 3-5: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-5: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-5: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-5: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use base ten blocks to add single digit numbers that result in two-digit sums. 3-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-5: Enrichment 3-5 Digital Math Tool Activity 3-5: Pick a Project Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-5: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use base ten blocks to add single digit numbers that result in two-digit sums. Spanish Resources 3-5: eText del Libro del estudiante 3-5: Aprendizaje visual Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use base ten blocks to add single digit numbers that result in two-digit sums. 3-5: Amigo de práctica interactiva 3-5: Práctica adicional 3-6: Continue to Make 10 to Add Interactive Student Edition: Grade 1 Lesson 3-6 Math Anytime 3-6: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-6: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 3-6: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Interactive Practice Buddy 3-6: Interactive Additional Practice Step 3: Assess & Differentiate 3-6: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-6: Enrichment Game: Fluency - Add and Subtract within 10 3-6: Pick a Project Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 3-6: eText del Libro del estudiante 3-6: Aprendizaje visual Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Amigo de práctica interactiva 3-6: Práctica adicional 3-7: Explain Addition Strategies Interactive Student Edition: Grade 1 Lesson 3-7 Math Anytime 3-7: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-7: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 3-7: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Interactive Practice Buddy 3-7: Interactive Additional Practice Step 3: Assess & Differentiate 3-7: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-7: Enrichment 3-7: Digital Math Tool Activities 3-7: Pick a Project Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 3-7: eText del Libro del estudiante 3-7: Aprendizaje visual Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Amigo de práctica interactiva 3-7: Práctica adicional Topic 3: 3-Act Math: Go for a Spin Interactive Student Edition: Grade 1,Topic 3: 3-Act Math Mathematical Modeling Topic 3: 3-Act Math: Go for a Spin, Act 1 Topic 3: 3-Act Math: Go for a Spin, Act 2 Topic 3: 3-Act Math: Go for a Spin, Act 3 Topic 3: 3-Act Math: Go for a Spin, Sequel 3-8: Solve Addition Word Problems with Facts to 20 Interactive Student Edition: Grade 1 Lesson 3-8 Math Anytime 3-8: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-8: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-8: Visual Learning Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Practice and Problem Solving 3-8: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8: Interactive Practice Buddy 3-8: Interactive Additional Practice Step 3: Assess & Differentiate 3-8: Another Look Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8: Reteach to Build Understanding Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-8: Enrichment 3-8 Digital Math Tool Activity 3-8: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8: Another Look Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Spanish Resources 3-8: eText del Libro del estudiante 3-8: Aprendizaje visual Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 3-8: Amigo de práctica interactiva 3-8: Práctica adicional 3-9: Problem Solving: Critique Reasoning Interactive Student Edition: Grade 1 Lesson 3-9 Math Anytime 3-9: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-9: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Practice and Problem Solving 3-9: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Interactive Additional Practice Step 3: Assess & Differentiate 3-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-9: Enrichment Game: Fancy Flea - Missing Parts to 12 3-9: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Spanish Resources 3-9: eText del Libro del estudiante 3-9: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 3-9: Práctica adicional Topic 3: End of Topic Interactive Student Edition: End of Topic 3 Topic 3: Fluency Practice Activity Topic 3: Vocabulary Review Topic 3: Reteaching Interactive Student Edition: Topic 3 Assessment Practice Interactive Student Edition: Topic 3 Performance Task Topic 3 Performance Task Topic 3 Assessment 3-1: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-5: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-6: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-7: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-8: Visual Learning Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Game: AddIt - Adding Three Numbers Topic 3 Online Assessment: Printable Topic 3 Online Assessment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Topic 3: Spanish Assessments Tema 3: Tarea de rendimento Tema 3: Evaluación Topic 4: Subtraction Facts to 20: Use Strategies Topic 4: Animated Math Story: Flying Subtraction Topic 4: Today's Challenge Topic 4: Beginning of Topic Interactive Student Edition: Beginning of Topic 4 Topic 4: enVision STEM Activity Topic 4: Review What You Know Topic 4: Vocabulary Cards 4-1: Count to Subtract Interactive Student Edition: Grade 1 Lesson 4-1 Math Anytime 4-1: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count backwards to subtract to a specified number family less than 20. 4-1: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Practice and Problem Solving 4-1: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 4-1: Interactive Practice Buddy 4-1: Interactive Additional Practice Step 3: Assess & Differentiate 4-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 4-1: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 4-1: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 4-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count backwards to subtract to a specified number family less than 20. 4-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-1: Enrichment 4-1: Digital Math Tool Activity 4-1: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 4-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count backwards to subtract to a specified number family less than 20. Spanish Resources 4-1: eText del Libro del estudiante 4-1: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count backwards to subtract to a specified number family less than 20. 4-1: Amigo de práctica interactiva 4-1: Práctica adicional 4-2: Make 10 to Subtract Interactive Student Edition: Grade 1 Lesson 4-2 Math Anytime 4-2: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-2: Solve & Share Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-2: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 4-2: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Interactive Practice Buddy 4-2: Interactive Additional Practice Step 3: Assess & Differentiate 4-2: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-2: Enrichment 4-2:Digital Math Tool Activity 4-2: Problem-Solving Reading Activity Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 4-2: eText del Libro del estudiante 4-2: Aprendizaje visual Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-2: Amigo de práctica interactiva 4-2: Práctica adicional 4-3: Continue to Make 10 to Subtract Interactive Student Edition: Grade 1 Lesson 4-3 Math Anytime 4-3: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 4-3: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Interactive Practice Buddy 4-3: Interactive Additional Practice Step 3: Assess & Differentiate 4-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-3: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-3: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 4-3: eText del Libro del estudiante 4-3: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-3: Amigo de práctica interactiva 4-3: Práctica adicional 4-4: Fact Families Interactive Student Edition: Grade 1 Lesson 4-4 Math Anytime 4-4: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-4: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Convince Me! Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 4-4: Student Edition Practice Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Interactive Practice Buddy 4-4: Interactive Additional Practice Step 3: Assess & Differentiate 4-4: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Enrichment Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Quick Check Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-4: Enrichment 4-4:Digital Math Tool Activity 4-4: Pick a Project Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 4-4: eText del Libro del estudiante 4-4: Aprendizaje visual Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Amigo de práctica interactiva 4-4: Práctica adicional 4-5: Use Addition to Subtract Interactive Student Edition: Grade 1 Lesson 4-5 Math Anytime 4-5: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-5: Visual Learning Curriculum Standards: Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Convince Me! Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 4-5: Student Edition Practice Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Interactive Practice Buddy 4-5: Interactive Additional Practice Step 3: Assess & Differentiate 4-5: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Enrichment Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Quick Check Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Reteach to Build Understanding Curriculum Standards: Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-5: Enrichment 4-5:Digital Math Tool Activity 4-5: Pick a Project Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Another Look Curriculum Standards: Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 4-5: eText del Libro del estudiante 4-5: Aprendizaje visual Curriculum Standards: Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Amigo de práctica interactiva 4-5: Práctica adicional 4-6: Continue to Use Addition to Subtract Interactive Student Edition: Grade 1 Lesson 4-6 Math Anytime 4-6: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-6: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Convince Me! Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 4-6: Student Edition Practice Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Interactive Practice Buddy 4-6: Interactive Additional Practice Step 3: Assess & Differentiate 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Enrichment Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Quick Check Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-6: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-6: Pick a Project Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 4-6: eText del Libro del estudiante 4-6: Aprendizaje visual Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Amigo de práctica interactiva 4-6: Práctica adicional 4-7: Explain Subtraction Strategies Interactive Student Edition: Grade 1 Lesson 4-7 Math Anytime 4-7: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-7: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Convince Me! Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Practice and Problem Solving 4-7: Student Edition Practice Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Interactive Practice Buddy 4-7: Interactive Additional Practice Step 3: Assess & Differentiate 4-7: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Enrichment Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Quick Check Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-7: Enrichment 4-7:Digital Math Tool Activity 4-7: Problem-Solving Reading Activity Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Spanish Resources 4-7: eText del Libro del estudiante 4-7: Aprendizaje visual Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Amigo de práctica interactiva 4-7: Práctica adicional 4-8: Solve Word Problems with Facts to 20 Interactive Student Edition: Grade 1 Lesson 4-8 Math Anytime 4-8: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-8: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. 4-8: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Practice and Problem Solving 4-8: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 4-8: Interactive Practice Buddy 4-8: Interactive Additional Practice Step 3: Assess & Differentiate 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. 4-8: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 4-8: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 4-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. 4-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-8: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-8: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. Spanish Resources 4-8: eText del Libro del estudiante 4-8: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. 4-8: Amigo de práctica interactiva 4-8: Práctica adicional 4-9: Problem Solving: Reasoning Interactive Student Edition: Grade 1 Lesson 4-9 Math Anytime 4-9: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-9: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Practice and Problem Solving 4-9: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Interactive Additional Practice Step 3: Assess & Differentiate 4-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-9: Enrichment Game: Save the Word Grade 1 Topics 1–4 4-9: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Spanish Resources 4-9: eText del Libro del estudiante 4-9: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4-9: Práctica adicional Topic 4: End of Topic Interactive Student Edition: End of Topic 4 Topic 4: Fluency Practice Activity Topic 4: Vocabulary Review Topic 4: Reteaching Interactive Student Edition: Topic 4 Assessment Practice Interactive Student Edition: Topic 4 Performance Task Topic 4 Performance Task Topic 4 Assessment 4-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 4-2: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-4: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-6: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. 4-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Game: Jungle Quest - Add and Subtract 1, 2, 5, 10 Topic 4 Online Assessment: Printable Topic 4 Online Assessment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Topic 4: Spanish Assessments Tema 4: Tarea de rendimento Tema 4: Evaluación Topics 1–4: Cumulative/Benchmark Assessments Topics 1–4: Cumulative/Benchmark Assessment 2-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 2-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. 1-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 3-1: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-5: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-7: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-8: Another Look Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 4-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 3-5: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. 5-6: Center Games Topics 1–4: Printable Online Cumulative/Benchmark Assessment Topics 1–4: Online Cumulative/Benchmark Assessment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Topic 5: Work with Addition and Subtraction Equations Topic 5: Animated Math Story: Going to the Zoo! Topic 5: Today's Challenge Topic 5: Beginning of Topic Interactive Student Edition: Beginning of Topic 5 Topic 5: enVision STEM Activity Topic 5: Review What You Know 5-1: Find the Unknown Numbers Interactive Student Edition: Grade 1 Lesson 5-1 Math Anytime 5-1: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-1: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-1: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Practice and Problem Solving 5-1: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-1: Interactive Practice Buddy 5-1: Interactive Additional Practice Step 3: Assess & Differentiate 5-1: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-1: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-1: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-1: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-1: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 5-1: Problem-Solving Reading Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-1: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. Spanish Resources 5-1: eText del Libro del estudiante 5-1: Aprendizaje visual Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-1: Amigo de práctica interactiva 5-1: Práctica adicional 5-2: True or False Equations Interactive Student Edition: Grade 1 Lesson 5-2 Math Anytime 5-2: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-2: Visual Learning Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Practice and Problem Solving 5-2: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Interactive Practice Buddy 5-2: Interactive Additional Practice Step 3: Assess & Differentiate 5-2: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Reteach to Build Understanding Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-2: Enrichment 5-2: Digital Math Tool Activity 5-2: enVision STEM Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Another Look Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Spanish Resources 5-2: eText del Libro del estudiante 5-2: Aprendizaje visual Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-2: Amigo de práctica interactiva 5-2: Práctica adicional 5-3: Make True Equations Interactive Student Edition: Grade 1 Lesson 5-3 Math Anytime 5-3: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-3: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an addition or subtraction equation using whole number totals within 10. 5-3: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Practice and Problem Solving 5-3: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-3: Interactive Practice Buddy 5-3: Interactive Additional Practice Step 3: Assess & Differentiate 5-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-3: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-3: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-3: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an addition or subtraction equation using whole number totals within 10. 5-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-3: Enrichment 5-3: Digital Math Tool Activity 5-3: Problem-Solving Reading Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an addition or subtraction equation using whole number totals within 10. Spanish Resources 5-3: eText del Libro del estudiante 5-3: Aprendizaje visual Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an addition or subtraction equation using whole number totals within 10. 5-3: Amigo de práctica interactiva 5-3: Práctica adicional 5-4: Add Three Numbers Interactive Student Edition: Grade 1 Lesson 5-4 Math Anytime 5-4: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-4: Visual Learning Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Convince Me! Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Practice and Problem Solving 5-4: Student Edition Practice Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Interactive Practice Buddy 5-4: Interactive Additional Practice Step 3: Assess & Differentiate 5-4: Another Look Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Enrichment Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Quick Check Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Reteach to Build Understanding Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-4: Enrichment 5-4: Digital Math Tool Activity 5-4: Pick a Project Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Another Look Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Spanish Resources 5-4: eText del Libro del estudiante 5-4: Aprendizaje visual Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-4: Amigo de práctica interactiva 5-4: Práctica adicional 5-5: Word Problems with Three Addends Interactive Student Edition: Grade 1 Lesson 5-5 Math Anytime 5-5: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-5: Visual Learning Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Convince Me! Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Practice and Problem Solving 5-5: Student Edition Practice Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Interactive Practice Buddy 5-5: Interactive Additional Practice Step 3: Assess & Differentiate 5-5: Another Look Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Enrichment Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Quick Check Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Reteach to Build Understanding Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-5: Enrichment 5-5: Digital Math Tool Activity 5-5: Pick a Project Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Another Look Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Spanish Resources 5-5: eText del Libro del estudiante 5-5: Aprendizaje visual Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-5: Amigo de práctica interactiva 5-5: Práctica adicional Topic 5: 3-Act Math: Weighted Down Interactive Student Edition: Grade 1,Topic 5: 3-Act Math Mathematical Modeling Topic 5: 3-Act Math: Weighted Down, Act 1 Topic 5: 3-Act Math: Weighted Down, Act 2 Topic 5: 3-Act Math: Weighted Down, Act 3 Topic 5: 3-Act Math: Weighted Down, Sequel 5-6: Solve Addition and Subtraction Word Problems Interactive Student Edition: Grade 1 Lesson 5-6 Math Anytime 5-6: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-6: Visual Learning Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-6: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Practice and Problem Solving 5-6: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 5-6: Interactive Practice Buddy 5-6: Interactive Additional Practice Step 3: Assess & Differentiate 5-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 5-6: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 5-6: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 5-6: Reteach to Build Understanding Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-6: Enrichment Game: Save the Word Grade 1 Topics 1–4 5-6: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 5-6: Another Look Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. Spanish Resources 5-6: eText del Libro del estudiante 5-6: Aprendizaje visual Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-6: Amigo de práctica interactiva 5-6: Práctica adicional 5-7: Problem Solving: Precision Interactive Student Edition: Grade 1 Lesson 5-7 Math Anytime 5-7: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-7: Solve & Share Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-7: Visual Learning Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Convince Me! Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Practice and Problem Solving 5-7: Student Edition Practice Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Interactive Additional Practice Step 3: Assess & Differentiate 5-7: Another Look Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Enrichment Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Quick Check Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Reteach to Build Understanding Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-7: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 5-7: enVision STEM Activity Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Another Look Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Spanish Resources 5-7: eText del Libro del estudiante 5-7: Aprendizaje visual Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 5-7: Práctica adicional Topic 5: End of Topic Interactive Student Edition: End of Topic 5 Topic 5: Fluency Practice Activity Topic 5: Vocabulary Review Topic 5: Reteaching Interactive Student Edition: Topic 5 Assessment Practice Interactive Student Edition: Topic 5 Performance Task Topic 5 Performance Task Topic 5 Assessment 5-1: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-2: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 5-3: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-5: Visual Learning Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 5-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 Topic 5 Online Assessment: Printable Topic 5 Online Assessment Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Topic 5: Spanish Assessments Tema 5: Tarea de rendimento Tema 5: Evaluación Topic 6: Represent and Interpret Data Topic 6: Animated Math Story: Sports Graphs Topic 6: Today's Challenge Topic 6: Beginning of Topic Interactive Student Edition: Beginning of Topic 6 Topic 6: enVision STEM Activity Topic 6: Review What You Know Topic 6: Vocabulary Cards 6-1: Organize Data Into Three Categories Interactive Student Edition: Grade 1 Lesson 6-1 Math Anytime 6-1: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-1: Visual Learning Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Convince Me! Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Practice and Problem Solving 6-1: Student Edition Practice Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Interactive Practice Buddy 6-1: Interactive Additional Practice Step 3: Assess & Differentiate 6-1: Another Look Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Enrichment Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Quick Check Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Reteach to Build Understanding Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-1: Enrichment Game: Save the Word Grade 1 Topics 1–4 6-1: Problem-Solving Reading Activity Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Another Look Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Spanish Resources 6-1: eText del Libro del estudiante 6-1: Aprendizaje visual Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-1: Amigo de práctica interactiva 6-1: Práctica adicional 6-2: Collect and Represent Data Interactive Student Edition: Grade 1 Lesson 6-2 Math Anytime 6-2: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-2: Visual Learning Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Convince Me! Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Practice and Problem Solving 6-2: Student Edition Practice Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Interactive Practice Buddy 6-2: Interactive Additional Practice Step 3: Assess & Differentiate 6-2: Another Look Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Enrichment Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Quick Check Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Reteach to Build Understanding Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-2: Enrichment 6-2: Digital Math Tool Activity 6-2: Problem-Solving Reading Activity Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Another Look Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Spanish Resources 6-2: eText del Libro del estudiante 6-2: Aprendizaje visual Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-2: Amigo de práctica interactiva 6-2: Práctica adicional 6-3: Interpret Data Interactive Student Edition: Grade 1 Lesson 6-3 Math Anytime 6-3: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-3: Visual Learning Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Compare the values of the two categories of data in terms of more or less. 6-3: Convince Me! Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Practice and Problem Solving 6-3: Student Edition Practice Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-3: Interactive Practice Buddy 6-3: Interactive Additional Practice Step 3: Assess & Differentiate 6-3: Another Look Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-3: Enrichment Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-3: Quick Check Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-3: Reteach to Build Understanding Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Compare the values of the two categories of data in terms of more or less. 6-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-3: Enrichment 6-3: Digital Math Tool Activity 6-3: Pick a Project Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-3: Another Look Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Compare the values of the two categories of data in terms of more or less. Spanish Resources 6-3: eText del Libro del estudiante 6-3: Aprendizaje visual Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Compare the values of the two categories of data in terms of more or less. 6-3: Amigo de práctica interactiva 6-3: Práctica adicional 6-4: Continue to Interpret Data Interactive Student Edition: Grade 1 Lesson 6-4 Math Anytime 6-4: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Practice and Problem Solving 6-4: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Interactive Practice Buddy 6-4: Interactive Additional Practice Step 3: Assess & Differentiate 6-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-4: Enrichment 6-4: Digital Math Tool Activity 6-4: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Spanish Resources 6-4: eText del Libro del estudiante 6-4: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Amigo de práctica interactiva 6-4: Práctica adicional 6-5: Problem Solving: Make Sense and Persevere Interactive Student Edition: Grade 1 Lesson 6-5 Math Anytime 6-5: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Practice and Problem Solving 6-5: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Interactive Additional Practice Step 3: Assess & Differentiate 6-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-5: Enrichment Game: Fluency - Add and Subtract within 10 6-5: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Spanish Resources 6-5: eText del Libro del estudiante 6-5: Aprendizaje visual Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-5: Práctica adicional Topic 6: End of Topic Interactive Student Edition: End of Topic 6 Topic 6: Fluency Practice Activity Topic 6: Vocabulary Review Topic 6: Reteaching Interactive Student Edition: Topic 6 Assessment Practice Interactive Student Edition: Topic 6 Performance Task Topic 6 Performance Task Topic 6 Assessment 6-1: Visual Learning Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-3: Visual Learning Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 6-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6-3: Center Games Topic 6 Online Assessment: Printable Topic 6 Online Assessment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Topic 6: Spanish Assessments Tema 6: Tarea de rendimento Tema 6: Evaluación Topic 7: Extend the Counting Sequence Topic 7: Animated Math Story: Tens of Ants Topic 7: Today's Challenge Topic 7: Beginning of Topic Interactive Student Edition: Beginning of Topic 7 Topic 7: enVision STEM Activity Topic 7: Review What You Know Topic 7: Vocabulary Cards 7-1: Count by 10s to 120 Interactive Student Edition: Grade 1 Lesson 7-1 Math Anytime 7-1: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-1: Solve & Share Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-1: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-1: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Practice and Problem Solving 7-1: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-1: Interactive Practice Buddy 7-1: Interactive Additional Practice Step 3: Assess & Differentiate 7-1: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-1: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-1: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-1: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-1: Enrichment Game: Gobbling Globs - Tens and Ones 7-1: Pick a Project Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-1: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Spanish Resources 7-1: eText del Libro del estudiante 7-1: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-1: Amigo de práctica interactiva 7-1: Práctica adicional 7-2: Count by 1s to 120 Interactive Student Edition: Grade 1 Lesson 7-2 Math Anytime 7-2: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-2: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Rote count up to 100. 7-2: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Practice and Problem Solving 7-2: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-2: Interactive Practice Buddy 7-2: Interactive Additional Practice Step 3: Assess & Differentiate 7-2: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-2: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-2: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-2: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Rote count up to 100. 7-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-2: Enrichment 7-2: Digital Math Tool Activity 7-2: Pick a Project Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-2: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Rote count up to 100. Spanish Resources 7-2: eText del Libro del estudiante 7-2: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Rote count up to 100. 7-2: Amigo de práctica interactiva 7-2: Práctica adicional 7-3: Count on a Number Chart to 120 Interactive Student Edition: Grade 1 Lesson 7-3 Math Anytime 7-3: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-3: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Practice and Problem Solving 7-3: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Interactive Practice Buddy 7-3: Interactive Additional Practice Step 3: Assess & Differentiate 7-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-3: Enrichment 7-3: Digital Math Tool Activity 7-3: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Spanish Resources 7-3: eText del Libro del estudiante 7-3: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-3: Amigo de práctica interactiva 7-3: Práctica adicional 7-4: Count by 1s or 10s to 120 Interactive Student Edition: Grade 1 Lesson 7-4 Math Anytime 7-4: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-4: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Practice and Problem Solving 7-4: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Interactive Practice Buddy 7-4: Interactive Additional Practice Step 3: Assess & Differentiate 7-4: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-4: Enrichment Game: Gobbling Globs - Tens and Ones 7-4: enVision STEM Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Spanish Resources 7-4: eText del Libro del estudiante 7-4: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-4: Amigo de práctica interactiva 7-4: Práctica adicional Topic 7: 3-Act Math: Super Selfie Interactive Student Edition: Grade 1,Topic 7: 3-Act Math Mathematical Modeling Topic 7: 3-Act Math: Super Selfie, Act 1 Topic 7: 3-Act Math: Super Selfie, Act 2 Topic 7: 3-Act Math: Super Selfie, Act 3 Topic 7: 3-Act Math: Super Selfie, Sequel 7-5: Count on an Open Number Line Interactive Student Edition: Grade 1 Lesson 7-5 Math Anytime 7-5: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-5: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Practice and Problem Solving 7-5: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Interactive Practice Buddy 7-5: Interactive Additional Practice Step 3: Assess & Differentiate 7-5: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-5: Enrichment Game: Gobbling Globs - Tens and Ones 7-5: Pick a Project Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Spanish Resources 7-5: eText del Libro del estudiante 7-5: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Amigo de práctica interactiva 7-5: Práctica adicional 7-6: Count and Write Numerals Interactive Student Edition: Grade 1 Lesson 7-6 Math Anytime 7-6: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-6: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Practice and Problem Solving 7-6: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Interactive Practice Buddy 7-6: Interactive Additional Practice Step 3: Assess & Differentiate 7-6: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-6: Enrichment 7-6: Digital Math Tool Activity 7-6: enVision STEM Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Spanish Resources 7-6: eText del Libro del estudiante 7-6: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-6: Amigo de práctica interactiva 7-6: Práctica adicional 7-7: Problem Solving: Repeated Reasoning Interactive Student Edition: Grade 1 Lesson 7-7 Math Anytime 7-7: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-7: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Practice and Problem Solving 7-7: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Interactive Additional Practice Step 3: Assess & Differentiate 7-7: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-7: Enrichment Game: Fluency - Add and Subtract within 10 7-7: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Spanish Resources 7-7: eText del Libro del estudiante 7-7: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 7-7: Práctica adicional Topic 7: End of Topic Interactive Student Edition: End of Topic 7 Topic 7: Fluency Practice Activity Topic 7: Vocabulary Review Topic 7: Reteaching Interactive Student Edition: Topic 7 Assessment Practice Interactive Student Edition: Topic 7 Performance Task Topic 7 Performance Task Topic 7 Assessment 7-1: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-3: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-5: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 7-6: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 7-7: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 9-2: Center Games Topic 7 Online Assessment: Printable Topic 7 Online Assessment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Topic 7: Spanish Assessments Tema 7: Tarea de rendimento Tema 7: Evaluación Topic 8: Understand Place Value Topic 8: Animated Math Story: Tens and Ones at the Diner Topic 8: Today's Challenge Topic 8: Beginning of Topic Interactive Student Edition: Beginning of Topic 8 Topic 8: enVision STEM Activity Topic 8: Review What You Know Topic 8: Vocabulary Cards 8-1: Make Numbers 11 to 19 Interactive Student Edition: Grade 1 Lesson 8-1 Math Anytime 8-1: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-1: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Practice and Problem Solving 8-1: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Interactive Practice Buddy 8-1: Interactive Additional Practice Step 3: Assess & Differentiate 8-1: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-1: Enrichment 8-1: Digital Math Tool Activity 8-1: Pick a Project Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Spanish Resources 8-1: eText del Libro del estudiante 8-1: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-1: Amigo de práctica interactiva 8-1: Práctica adicional 8-2: Numbers Made with Tens Interactive Student Edition: Grade 1 Lesson 8-2 Math Anytime 8-2: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-2: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-2: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Practice and Problem Solving 8-2: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-2: Interactive Practice Buddy 8-2: Interactive Additional Practice Step 3: Assess & Differentiate 8-2: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-2: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-2: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-2: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-2: Enrichment Game: Gobbling Globs - Tens and Ones 8-2: Pick a Project Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-2: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Spanish Resources 8-2: eText del Libro del estudiante 8-2: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-2: Amigo de práctica interactiva 8-2: Práctica adicional 8-3: Count with Groups of Tens and Ones Interactive Student Edition: Grade 1 Lesson 8-3 Math Anytime 8-3: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-3: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Practice and Problem Solving 8-3: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Interactive Practice Buddy 8-3: Interactive Additional Practice Step 3: Assess & Differentiate 8-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-3: Enrichment 8-3: Digital Math Tool Activity 8-3: enVision STEM Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Spanish Resources 8-3: eText del Libro del estudiante 8-3: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-3: Amigo de práctica interactiva 8-3: Práctica adicional 8-4: Tens and Ones Interactive Student Edition: Grade 1 Lesson 8-4 Math Anytime 8-4: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-4: Visual Learning Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of the numbers in the tens and one place within a given number up to 31. 8-4: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Practice and Problem Solving 8-4: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-4: Interactive Practice Buddy 8-4: Interactive Additional Practice Step 3: Assess & Differentiate 8-4: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-4: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-4: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-4: Reteach to Build Understanding Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of the numbers in the tens and one place within a given number up to 31. 8-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-4: Enrichment Game: Gobbling Globs - Tens and Ones 8-4: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-4: Another Look Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of the numbers in the tens and one place within a given number up to 31. Spanish Resources 8-4: eText del Libro del estudiante 8-4: Aprendizaje visual Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of the numbers in the tens and one place within a given number up to 31. 8-4: Amigo de práctica interactiva 8-4: Práctica adicional 8-5: Continue with Tens and Ones Interactive Student Edition: Grade 1 Lesson 8-5 Math Anytime 8-5: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Practice and Problem Solving 8-5: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Interactive Practice Buddy 8-5: Interactive Additional Practice Step 3: Assess & Differentiate 8-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-5: Enrichment Game: Gobbling Globs - Tens and Ones 8-5: enVision STEM Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Spanish Resources 8-5: eText del Libro del estudiante 8-5: Aprendizaje visual Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Amigo de práctica interactiva 8-5: Práctica adicional 8-6: Different Names for the Same Number Interactive Student Edition: Grade 1 Lesson 8-6 Math Anytime 8-6: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-6: Solve & Share Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-6: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Practice and Problem Solving 8-6: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Interactive Practice Buddy 8-6: Interactive Additional Practice Step 3: Assess & Differentiate 8-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-6: Enrichment 8-6: Digital Math Tool Activity 8-6: Pick a Project Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Spanish Resources 8-6: eText del Libro del estudiante 8-6: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 8-6: Amigo de práctica interactiva 8-6: Práctica adicional 8-7: Problem Solving: Look For and Use Structure Interactive Student Edition: Grade 1 Lesson 8-7 Math Anytime 8-7: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-7: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Practice and Problem Solving 8-7: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Interactive Additional Practice Step 3: Assess & Differentiate 8-7: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-7: Enrichment Game: Save the Word: Grade 1 Topics 1-8 8-7: Problem-Solving Reading Activity Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Spanish Resources 8-7: eText del Libro del estudiante 8-7: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8-7: Práctica adicional Topic 8: End of Topic Interactive Student Edition: End of Topic 8 Topic 8: Fluency Practice Activity Topic 8: Vocabulary Review Topic 8: Reteaching Interactive Student Edition: Topic 8 Assessment Practice Interactive Student Edition: Topic 8 Performance Task Topic 8 Performance Task Topic 8 Assessment 8-1: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 8-2: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 8-3: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-4: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 8-7: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 9-5: Center Games Topic 8 Online Assessment: Printable Topic 8 Online Assessment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Topic 8: Spanish Assessments Tema 8: Tarea de rendimento Tema 8: Evaluación Topics 1–8: Cumulative/Benchmark Assessments Topics 1–8: Cumulative/Benchmark Assessment 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Game: Gobbling Globs - Tens and Ones 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. 2-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-8: Another Look Curriculum Standards: Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 5-2: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 6-3: Another Look Curriculum Standards: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 8-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 7-2: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 8-4: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 5-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 8-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 7-1: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 5-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 5-7: Another Look Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 6-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 8-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Topics 1–8: Printable Online Cumulative/Benchmark Assessment Topics 1–8: Online Cumulative/Benchmark Assessment Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Topic 9: Compare Two-Digit Numbers Topic 9: Animated Math Story: The Store Needs More Topic 9: Today's Challenge Topic 9: Beginning of Topic Interactive Student Edition: Beginning of Topic 9 Topic 9: enVision STEM Activity Topic 9: Review What You Know Topic 9: Vocabulary Cards 9-1: 1 More, 1 Less; 10 More, 10 Less Interactive Student Edition: Grade 1 Lesson 9-1 Math Anytime 9-1: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-1: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Practice and Problem Solving 9-1: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Interactive Practice Buddy 9-1: Interactive Additional Practice Step 3: Assess & Differentiate 9-1: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-1: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 9-1: enVision STEM Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Spanish Resources 9-1: eText del Libro del estudiante 9-1: Aprendizaje visual Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-1: Amigo de práctica interactiva 9-1: Práctica adicional 9-2: Find Numbers on a Hundred Chart Interactive Student Edition: Grade 1 Lesson 9-2 Math Anytime 9-2: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-2: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Practice and Problem Solving 9-2: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Interactive Practice Buddy 9-2: Interactive Additional Practice Step 3: Assess & Differentiate 9-2: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-2: Enrichment 9-2: Digital Math Tool Activity 9-2: Pick a Project Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Spanish Resources 9-2: eText del Libro del estudiante 9-2: Aprendizaje visual Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Amigo de práctica interactiva 9-2: Práctica adicional 9-3: Compare Numbers Interactive Student Edition: Grade 1 Lesson 9-3 Math Anytime 9-3: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-3: Visual Learning Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Practice and Problem Solving 9-3: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Interactive Practice Buddy 9-3: Interactive Additional Practice Step 3: Assess & Differentiate 9-3: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Reteach to Build Understanding Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-3: Enrichment 9-3: Digital Math Tool Activity 9-3: Problem-Solving Reading Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Another Look Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Spanish Resources 9-3: eText del Libro del estudiante 9-3: Aprendizaje visual Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-3: Amigo de práctica interactiva 9-3: Práctica adicional 9-4: Compare Numbers with Symbols (>, <, =) Interactive Student Edition: Grade 1 Lesson 9-4 Math Anytime 9-4: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-4: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Practice and Problem Solving 9-4: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Interactive Practice Buddy 9-4: Interactive Additional Practice Step 3: Assess & Differentiate 9-4: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-4: Enrichment 9-4: Digital Math Tool Activity 9-4: Problem-Solving Reading Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Spanish Resources 9-4: eText del Libro del estudiante 9-4: Aprendizaje visual Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-4: Amigo de práctica interactiva 9-4: Práctica adicional 9-5: Compare Numbers on a Number Line Interactive Student Edition: Grade 1 Lesson 9-5 Math Anytime 9-5: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-5: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Practice and Problem Solving 9-5: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Interactive Practice Buddy 9-5: Interactive Additional Practice Step 3: Assess & Differentiate 9-5: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-5: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 9-5: Pick a Project Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Spanish Resources 9-5: eText del Libro del estudiante 9-5: Aprendizaje visual Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Amigo de práctica interactiva 9-5: Práctica adicional Topic 9: 3-Act Math: Digit Flip Interactive Student Edition: Grade 1,Topic 9: 3-Act Math Mathematical Modeling Topic 9: 3-Act Math: Digit Flip, Act 1 Topic 9: 3-Act Math: Digit Flip, Act 2 Topic 9: 3-Act Math: Digit Flip, Act 3 Topic 9: 3-Act Math: Digit Flip, Sequel 9-6: Problem Solving: Make Sense and Persevere Interactive Student Edition: Grade 1 Lesson 9-6 Math Anytime 9-6: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-6: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Practice and Problem Solving 9-6: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Interactive Additional Practice Step 3: Assess & Differentiate 9-6: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-6: Enrichment Game: Fluency - Add and Subtract within 10 9-6: enVision STEM Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Spanish Resources 9-6: eText del Libro del estudiante 9-6: Aprendizaje visual Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 9-6: Práctica adicional Topic 9: End of Topic Interactive Student Edition: End of Topic 9 Topic 9: Fluency Practice Activity Topic 9: Vocabulary Review Topic 9: Reteaching Interactive Student Edition: Topic 9 Assessment Practice Interactive Student Edition: Topic 9 Performance Task Topic 9 Performance Task Topic 9 Assessment 9-4: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-5: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 9-6: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 10-1: Center Games 9-1: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-2: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 9-3: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Topic 9 Online Assessment: Printable Topic 9 Online Assessment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Topic 9: Spanish Assessments Tema 9: Tarea de rendimento Tema 9: Evaluación Topic 10: Use Models and Strategies to Add Tens Topic 10: Animated Math Story: Tens at the Hat Store Topic 10: Today's Challenge Topic 10: Beginning of Topic Interactive Student Edition: Beginning of Topic 10 Topic 10: enVision STEM Activity Topic 10: Review What You Know 10-1: Add Tens Using Models Interactive Student Edition: Grade 1 Lesson 10-1 Math Anytime 10-1: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-1: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Convince Me! Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Practice and Problem Solving 10-1: Student Edition Practice Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Interactive Practice Buddy 10-1: Interactive Additional Practice Step 3: Assess & Differentiate 10-1: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Enrichment Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Quick Check Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Reteach to Build Understanding Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-1: Enrichment 10-1: Digital Math Tool Activity 10-1: Pick a Project Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Spanish Resources 10-1: eText del Libro del estudiante 10-1: Aprendizaje visual Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-1: Amigo de práctica interactiva 10-1: Práctica adicional 10-2: Mental Math: Ten More Than a Number Interactive Student Edition: Grade 1 Lesson 10-2 Math Anytime 10-2: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-2: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 10-2: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Practice and Problem Solving 10-2: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-2: Interactive Practice Buddy 10-2: Interactive Additional Practice Step 3: Assess & Differentiate 10-2: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-2: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-2: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-2: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 10-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-2: Enrichment 10-2: Digital Math Tool Activity 10-2: Problem-Solving Reading Activity Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-2: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Spanish Resources 10-2: eText del Libro del estudiante 10-2: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 10-2: Amigo de práctica interactiva 10-2: Práctica adicional 10-3: Add Tens and Ones Using a Hundred Chart Interactive Student Edition: Grade 1 Lesson 10-3 Math Anytime 10-3: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-3: Visual Learning Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Convince Me! Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Practice and Problem Solving 10-3: Student Edition Practice Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Interactive Practice Buddy 10-3: Interactive Additional Practice Step 3: Assess & Differentiate 10-3: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Enrichment Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Quick Check Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Reteach to Build Understanding Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-3: Enrichment 10-3: Digital Math Tool Activity 10-3: enVision STEM Activity Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Another Look Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Spanish Resources 10-3: eText del Libro del estudiante 10-3: Aprendizaje visual Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Amigo de práctica interactiva 10-3: Práctica adicional 10-4: Add Tens and Ones Using an Open Number Line Interactive Student Edition: Grade 1 Lesson 10-4 Math Anytime 10-4: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-4: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Convince Me! Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Practice and Problem Solving 10-4: Student Edition Practice Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Interactive Practice Buddy 10-4: Interactive Additional Practice Step 3: Assess & Differentiate 10-4: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Enrichment Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Quick Check Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Reteach to Build Understanding Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-4: Enrichment 10-4: Digital Math Tool Activity 10-4: Problem-Solving Reading Activity Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Spanish Resources 10-4: eText del Libro del estudiante 10-4: Aprendizaje visual Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Amigo de práctica interactiva 10-4: Práctica adicional 10-5: Add Tens and Ones Using Models Interactive Student Edition: Grade 1 Lesson 10-5 Math Anytime 10-5: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-5: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Practice and Problem Solving 10-5: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Interactive Practice Buddy 10-5: Interactive Additional Practice Step 3: Assess & Differentiate 10-5: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-5: Enrichment Game: Gobbling Globs - Tens and Ones 10-5: enVision STEM Activity Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Spanish Resources 10-5: eText del Libro del estudiante 10-5: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Amigo de práctica interactiva 10-5: Práctica adicional 10-6: Make a Ten to Add Interactive Student Edition: Grade 1 Lesson 10-6 Math Anytime 10-6: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-6: Solve & Share Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-6: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Practice and Problem Solving 10-6: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Interactive Practice Buddy 10-6: Interactive Additional Practice Step 3: Assess & Differentiate 10-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-6: Enrichment 10-6: Digital Math Tool Activity 10-6: Pick a Project Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Spanish Resources 10-6: eText del Libro del estudiante 10-6: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-6: Amigo de práctica interactiva 10-6: Práctica adicional 10-7: Add Using Place Value Interactive Student Edition: Grade 1 Lesson 10-7 Math Anytime 10-7: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-7: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Practice and Problem Solving 10-7: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Interactive Practice Buddy 10-7: Interactive Additional Practice Step 3: Assess & Differentiate 10-7: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-7: Enrichment Game: Gobbling Globs - Tens and Ones 10-7: Pick a Project Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Spanish Resources 10-7: eText del Libro del estudiante 10-7: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Amigo de práctica interactiva 10-7: Práctica adicional 10-8: Practice Adding Using Strategies Interactive Student Edition: Grade 1 Lesson 10-8 Math Anytime 10-8: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-8: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-8: Visual Learning Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-8: Convince Me! Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Practice and Problem Solving 10-8: Student Edition Practice Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-8: Interactive Practice Buddy 10-8: Interactive Additional Practice Step 3: Assess & Differentiate 10-8: Another Look Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-8: Enrichment Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-8: Quick Check Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-8: Reteach to Build Understanding Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-8: Enrichment Game: Gobbling Globs - Tens and Ones 10-8: Pick a Project Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-8: Another Look Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Spanish Resources 10-8: eText del Libro del estudiante 10-8: Aprendizaje visual Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-8: Amigo de práctica interactiva 10-8: Práctica adicional 10-9: Problem Solving: Model with Math Interactive Student Edition: Grade 1 Lesson 10-9 Math Anytime 10-9: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-9: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-9: Visual Learning Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 10-9: Convince Me! Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Practice and Problem Solving 10-9: Student Edition Practice Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 10-9: Interactive Additional Practice Step 3: Assess & Differentiate 10-9: Another Look Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 10-9: Enrichment Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 10-9: Quick Check Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 10-9: Reteach to Build Understanding Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 10-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-9: Enrichment Game: Save the Word: Grade 1 Topics 1-8 10-9: Pick a Project Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 10-9: Another Look Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Spanish Resources 10-9: eText del Libro del estudiante 10-9: Aprendizaje visual Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 10-9: Práctica adicional Topic 10: End of Topic Interactive Student Edition: End of Topic 10 Topic 10: Fluency Practice Activity Topic 10: Vocabulary Review Topic 10: Reteaching Interactive Student Edition: Topic 10 Assessment Practice Interactive Student Edition: Topic 10 Performance Task Topic 10 Performance Task Topic 10 Assessment Game: AddIt - 2-Digit Numbers 10-6: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-7: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-8: Visual Learning Curriculum Standards: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-1: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-2: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 10-3: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-4: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-5: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Topic 10 Online Assessment: Printable Topic 10 Online Assessment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Topic 10: Spanish Assessments Tema 10: Tarea de rendimento Tema 10: Evaluación Topic 11: Use Models and Strategies to Subtract Tens Topic 11: Animated Math Story: Tens at the Shoe Store Topic 11: Today's Challenge Topic 11: Beginning of Topic Interactive Student Edition: Beginning of Topic 11 Topic 11: enVision STEM Activity Topic 11: Review What You Know 11-1: Subtract Tens Using Models Interactive Student Edition: Grade 1 Lesson 11-1 Math Anytime 11-1: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-1: Visual Learning Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Convince Me! Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Practice and Problem Solving 11-1: Student Edition Practice Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Interactive Practice Buddy 11-1: Interactive Additional Practice Step 3: Assess & Differentiate 11-1: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Enrichment Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Quick Check Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Reteach to Build Understanding Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-1: Enrichment 11-1: Digital Math Tool Activity 11-1: Pick a Project Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Another Look Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Spanish Resources 11-1: eText del Libro del estudiante 11-1: Aprendizaje visual Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-1: Amigo de práctica interactiva 11-1: Práctica adicional 11-2: Subtract Tens Using a Hundred Chart Interactive Student Edition: Grade 1 Lesson 11-2 Math Anytime 11-2: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-2: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Practice and Problem Solving 11-2: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Interactive Practice Buddy 11-2: Interactive Additional Practice Step 3: Assess & Differentiate 11-2: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-2: Enrichment 11-2: Digital Math Tool Activity 11-2: Pick a Project Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Spanish Resources 11-2: eText del Libro del estudiante 11-2: Aprendizaje visual Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Amigo de práctica interactiva 11-2: Práctica adicional 11-3: Subtract Tens Using an Open Number Line Interactive Student Edition: Grade 1 Lesson 11-3 Math Anytime 11-3: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-3: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Convince Me! Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Practice and Problem Solving 11-3: Student Edition Practice Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Interactive Practice Buddy 11-3: Interactive Additional Practice Step 3: Assess & Differentiate 11-3: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Enrichment Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Quick Check Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Reteach to Build Understanding Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-3: Enrichment Game: Amazing Savings 1 11-3: enVision STEM Activity Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Spanish Resources 11-3: eText del Libro del estudiante 11-3: Aprendizaje visual Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Amigo de práctica interactiva 11-3: Práctica adicional 11-4: Use Addition to Subtract Tens Interactive Student Edition: Grade 1 Lesson 11-4 Math Anytime 11-4: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-4: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Practice and Problem Solving 11-4: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Interactive Practice Buddy 11-4: Interactive Additional Practice Step 3: Assess & Differentiate 11-4: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-4: Enrichment 11-4: Digital Math Tool Activity 11-4: Problem-Solving Reading Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Spanish Resources 11-4: eText del Libro del estudiante 11-4: Aprendizaje visual Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two- digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Amigo de práctica interactiva 11-4: Práctica adicional 11-5: Mental Math: Ten Less Than a Number Interactive Student Edition: Grade 1 Lesson 11-5 Math Anytime 11-5: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-5: Visual Learning Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Practice and Problem Solving 11-5: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Interactive Practice Buddy 11-5: Interactive Additional Practice Step 3: Assess & Differentiate 11-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Reteach to Build Understanding Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-5: Enrichment 11-5: Digital Math Tool Activity 11-5: enVision STEM Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Another Look Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Spanish Resources 11-5: eText del Libro del estudiante 11-5: Aprendizaje visual Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 11-5: Amigo de práctica interactiva 11-5: Práctica adicional Topic 11: 3-Act Math: So Many Colors Interactive Student Edition: Grade 1,Topic 11: 3-Act Math Mathematical Modeling Topic 11: 3-Act Math: So Many Colors, Act 1 Topic 11: 3-Act Math: So Many Colors, Act 2 Topic 11: 3-Act Math: So Many Colors, Act 3 Topic 11: 3-Act Math: So Many Colors, Sequel 11-6: Use Strategies to Practice Subtraction Interactive Student Edition: Grade 1 Lesson 11-6 Math Anytime 11-6: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-6: Visual Learning Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Convince Me! Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Practice and Problem Solving 11-6: Student Edition Practice Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Interactive Practice Buddy 11-6: Interactive Additional Practice Step 3: Assess & Differentiate 11-6: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Enrichment Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Quick Check Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Reteach to Build Understanding Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-6: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 11-6: Problem-Solving Reading Activity Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Spanish Resources 11-6: eText del Libro del estudiante 11-6: Aprendizaje visual Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-6: Amigo de práctica interactiva 11-6: Práctica adicional 11-7: Problem Solving: Model with Math Interactive Student Edition: Grade 1 Lesson 11-7 Math Anytime 11-7: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-7: Visual Learning Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Convince Me! Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Practice and Problem Solving 11-7: Student Edition Practice Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Interactive Additional Practice Step 3: Assess & Differentiate 11-7: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Enrichment Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Quick Check Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Reteach to Build Understanding Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-7: Enrichment 11-7: Digital Math Tool Activity 11-7: Pick a Project Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Spanish Resources 11-7: eText del Libro del estudiante 11-7: Aprendizaje visual Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-7: Práctica adicional Topic 11: End of Topic Interactive Student Edition: End of Topic 11 Topic 11: Fluency Practice Activity Topic 11: Vocabulary Review Topic 11: Reteaching Interactive Student Edition: Topic 11 Assessment Practice Interactive Student Edition: Topic 11 Performance Task Topic 11 Performance Task Topic 11 Assessment Game: Robo Launch - 2-Digit Number Practice 11-7: Visual Learning Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 11-1: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-2: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-3: Visual Learning Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-4: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 11-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Topic 11 Online Assessment: Printable Topic 11 Online Assessment Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Topic 11: Spanish Assessments Tema 11: Tarea de rendimento Tema 11: Evaluación Topic 12: Measure Lengths Topic 12: Animated Math Story: Help Us Measure Topic 12: Today's Challenge Topic 12: Beginning of Topic Interactive Student Edition: Beginning of Topic 12 Topic 12: enVision STEM Activity Topic 12: Review What You Know Topic 12: Vocabulary Cards 12-1: Compare and Order by Length Interactive Student Edition: Grade 1 Lesson 12-1 Math Anytime 12-1: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-1: Visual Learning Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). 12-1: Convince Me! Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Practice and Problem Solving 12-1: Student Edition Practice Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-1: Interactive Practice Buddy 12-1: Interactive Additional Practice Step 3: Assess & Differentiate 12-1: Another Look Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-1: Enrichment Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-1: Quick Check Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-1: Reteach to Build Understanding Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). 12-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-1: Enrichment Game: Fluency - Add and Subtract within 10 12-1: enVision STEM Activity Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-1: Another Look Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). Spanish Resources 12-1: eText del Libro del estudiante 12-1: Aprendizaje visual Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). 12-1: Amigo de práctica interactiva 12-1: Práctica adicional 12-2: Indirect Measurement Interactive Student Edition: Grade 1 Lesson 12-2 Math Anytime 12-2: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-2: Visual Learning Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Convince Me! Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Practice and Problem Solving 12-2: Student Edition Practice Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Interactive Practice Buddy 12-2: Interactive Additional Practice Step 3: Assess & Differentiate 12-2: Another Look Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Enrichment Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Quick Check Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Reteach to Build Understanding Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-2: Enrichment Game: Fluency - Add and Subtract within 10 12-2: Problem-Solving Reading Activity Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Another Look Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Spanish Resources 12-2: eText del Libro del estudiante 12-2: Aprendizaje visual Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Amigo de práctica interactiva 12-2: Práctica adicional 12-3: Use a Ruler to Measure Interactive Student Edition: Grade 1 Lesson 12-3 Math Anytime 12-3: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-3: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. 12-3: Convince Me! Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Practice and Problem Solving 12-3: Student Edition Practice Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Interactive Practice Buddy 12-3: Interactive Additional Practice Step 3: Assess & Differentiate 12-3: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Enrichment Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Quick Check Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Reteach to Build Understanding Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. 12-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-3: Enrichment 12-3: Digital Math Tool Activity 12-3: Pick a Project Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. Spanish Resources 12-3: eText del Libro del estudiante 12-3: Aprendizaje visual Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. 12-3: Amigo de práctica interactiva 12-3: Práctica adicional 12-4: Problem Solving: Use Appropriate Tools Interactive Student Edition: Grade 1 Lesson 12-4 Math Anytime 12-4: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-4: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Convince Me! Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Practice and Problem Solving 12-4: Student Edition Practice Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Interactive Additional Practice Step 3: Assess & Differentiate 12-4: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Enrichment Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Quick Check Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Reteach to Build Understanding Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-4: Enrichment 12-4: Digital Math Tool Activity 12-4: Problem-Solving Reading Activity Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Spanish Resources 12-4: eText del Libro del estudiante 12-4: Aprendizaje visual Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 12-4: Práctica adicional Topic 12: End of Topic Interactive Student Edition: End of Topic 12 Topic 12: Fluency Practice Activity Topic 12: Vocabulary Review Topic 12: Reteaching Interactive Student Edition: Topic 12 Assessment Practice Interactive Student Edition: Topic 12 Performance Task Topic 12 Performance Task Topic 12 Assessment 12-3: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-4: Center Games 12-1: Visual Learning Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 12-2: Visual Learning Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Topic 12 Online Assessment: Printable Topic 12 Online Assessment Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Topic 12: Spanish Assessments Tema 12: Tarea de rendimento Tema 12: Evaluación Topics 1–12: Cumulative/Benchmark Assessments Topics 1–12: Cumulative/Benchmark Assessment 4-5: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Solve addition and subtraction word problems within 20. 5-1: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 8-4: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. 1-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) 7-4: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 10-7: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10-3: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 12-4: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 10-4: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 12-1: Another Look Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 9-3: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 11-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 11-1: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 12-3: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Game: Gem Quest - Add and Subtract Tens and Ones Topics 1–12: Printable Online Cumulative/Benchmark Assessment Topics 1–12: Online Cumulative/Benchmark Assessment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Topic 13: Time and Money Topic 13: Animated Math Story: Parade Time Topic 13: Today's Challenge Topic 13: Beginning of Topic Interactive Student Edition: Beginning of Topic 13 Topic 13: enVision STEM Activity Topic 13: Review What You Know Topic 13: Vocabulary Cards 13-1: Tell the Value of Coins Interactive Student Edition: Grade 1 Lesson 13-1 Math Anytime 13-1: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-1: Visual Learning Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Convince Me! Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Practice and Problem Solving 13-1: Student Edition Practice Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Interactive Practice Buddy 13-1: Interactive Additional Practice Step 3: Assess & Differentiate 13-1: Another Look Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Enrichment Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Quick Check Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Reteach to Build Understanding Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-1: Enrichment 13-1: Digital Math Tool Activity 13-1: Pick a Project Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Another Look Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Spanish Resources 13-1: eText del Libro del estudiante 13-1: Aprendizaje visual Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-1: Amigo de práctica interactiva 13-1: Práctica adicional 13-2: Find the Value of a Group of Coins Interactive Student Edition: Grade 1 Lesson 13-2 Math Anytime 13-2: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-2: Visual Learning Curriculum Standards: Identify the value of pennies, nickels, dimes and quarters. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2 Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Practice and Problem Solving 13-2 Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Interactive Practice Buddy 13-2: Interactive Additional Practice Step 3: Assess & Differentiate 13-2: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Reteach to Build Understanding Curriculum Standards: Identify the value of pennies, nickels, dimes and quarters. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-2: Enrichment 13-2: Digital Math Tool Activity 13-2: Pick a Project Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Another Look Curriculum Standards: Identify the value of pennies, nickels, dimes and quarters. Spanish Resources 13-2: eText del Libro del estudiante 13-2: Aprendizaje visual Curriculum Standards: Identify the value of pennies, nickels, dimes and quarters. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-2: Amigo de práctica interactiva 13-2: Práctica adicional 13-3: Understand the Hour and Minute Hands Interactive Student Edition: Grade 1 Lesson 13-3 Math Anytime 13-3: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-3: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Convince Me! Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Practice and Problem Solving 13-3: Student Edition Practice Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Interactive Practice Buddy 13-3: Interactive Additional Practice Step 3: Assess & Differentiate 13-3: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Enrichment Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Quick Check Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Reteach to Build Understanding Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-3: Enrichment 13-3: Digital Math Tool Activity 13-3: Problem-Solving Reading Activity Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Spanish Resources 13-3: eText del Libro del estudiante 13-3: Aprendizaje visual Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-3: Amigo de práctica interactiva 13-3: Práctica adicional 13-4: Tell and Write Time to the Hour Interactive Student Edition: Grade 1 Lesson 13-4 Math Anytime 13-4: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-4: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Convince Me! Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Practice and Problem Solving 13-4: Student Edition Practice Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Interactive Practice Buddy 13-4: Interactive Additional Practice Step 3: Assess & Differentiate 13-4: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Enrichment Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Quick Check Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Reteach to Build Understanding Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-4: Enrichment 13-4: Digital Math Tool Activity 13-4: enVision STEM Activity Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 13-4: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Spanish Resources 13-4: eText del Libro del estudiante 13-4: Aprendizaje visual Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-4: Amigo de práctica interactiva 13-4: Práctica adicional 13-5: Tell and Write Time to the Half Hour Interactive Student Edition: Grade 1 Lesson 13-5 Math Anytime 13-5: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-5: Solve & Share Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-5: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-5: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Practice and Problem Solving 13-5: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. 13-5: Interactive Practice Buddy 13-5: Interactive Additional Practice Step 3: Assess & Differentiate 13-5: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. 13-5: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. 13-5: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. 13-5: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Tell time in whole and half hours using a digital clock. 13-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-5: Enrichment Game: Save the Word: Grade 1 Topics 1–12 13-5: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. 13-5: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Tell time in whole and half hours using a digital clock. Spanish Resources 13-5: eText del Libro del estudiante 13-5: Aprendizaje visual Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-5: Amigo de práctica interactiva 13-5: Práctica adicional 13-6: Problem Solving: Reasoning Interactive Student Edition: Grade 1 Lesson 13-6 Math Anytime 13-6: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-6: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Convince Me! Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Practice and Problem Solving 13-6: Student Edition Practice Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Interactive Additional Practice Step 3: Assess & Differentiate 13-6: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Enrichment Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Quick Check Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Reteach to Build Understanding Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-6: Enrichment Game: Fluency - Add and Subtract within 10 13-6: enVision STEM Activity Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Spanish Resources 13-6: eText del Libro del estudiante 13-6: Aprendizaje visual Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-6: Práctica adicional Topic 13: 3-Act Math: Drip Dry Interactive Student Edition: Grade 1,Topic 13: 3-Act Math Mathematical Modeling Topic 13: 3-Act Math: Drip Dry, Act 1 Topic 13: 3-Act Math: Drip Dry, Act 2 Topic 13: 3-Act Math: Drip Dry, Act 3 Topic 13: 3-Act Math: Drip Dry, Sequel Topic 13: End of Topic Interactive Student Edition: End of Topic 13 Topic 13: Fluency Practice Activity Topic 13: Vocabulary Review Topic 13: Reteaching Interactive Student Edition: Topic13 Assessment Practice Interactive Student Edition: Topic 13 Performance Task Topic 13 Performance Task Topic 13 Assessment 14-5: Center Games 13-1: Visual Learning Curriculum Standards: Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) 13-4: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 13-5: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. 13-6: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 13-2: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Topic 13 Online Assessment: Printable Topic 13 Online Assessment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Topic 13: Spanish Assessments Tema 13: Tarea de rendimento Tema 13: Evaluación Topic 14: Reason with Shapes and Their Attributes Topic 14: Animated Math Story: On My Way to School Topic 14: Today's Challenge Topic 14: Beginning of Topic Interactive Student Edition: Beginning of Topic 14 Topic 14: enVision STEM Activity Topic 14: Review What You Know Topic 14: Vocabulary Cards 14-1: Use Attributes to Define Two-Dimensional (2-D) Shapes Interactive Student Edition: Grade 1 Lesson 14-1 Math Anytime 14-1: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-1: Visual Learning Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Convince Me! Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Practice and Problem Solving 14-1: Student Edition Practice Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Interactive Practice Buddy 14-1: Interactive Additional Practice Step 3: Assess & Differentiate 14-1: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Enrichment Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Quick Check Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Reteach to Build Understanding Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-1: Enrichment 14-1: Digital Math Tool Activity 14-1: enVision STEM Activity Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Another Look Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Spanish Resources 14-1: eText del Libro del estudiante 14-1: Aprendizaje visual Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-1: Amigo de práctica interactiva 14-1: Práctica adicional 14-2: Defining and Non-Defining Attributes of 2-D Shapes Interactive Student Edition: Grade 1 Lesson 14-2 Math Anytime 14-2: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-2: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Convince Me! Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Practice and Problem Solving 14-2: Student Edition Practice Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Interactive Practice Buddy 14-2: Interactive Additional Practice Step 3: Assess & Differentiate 14-2: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Enrichment Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Quick Check Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Reteach to Build Understanding Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-2: Enrichment 14-2: Digital Math Tool Activity 14-2: Pick a Project Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Spanish Resources 14-2: eText del Libro del estudiante 14-2: Aprendizaje visual Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Amigo de práctica interactiva 14-2: Práctica adicional 14-3: Build and Draw 2-D Shapes by Attributes Interactive Student Edition: Grade 1 Lesson 14-3 Math Anytime 14-3: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-3: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Draw or build two- and three-dimensional shapes. 14-3: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Practice and Problem Solving 14-3: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-3: Interactive Practice Buddy 14-3: Interactive Additional Practice Step 3: Assess & Differentiate 14-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-3: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-3: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-3: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Draw or build two- and three-dimensional shapes. 14-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-3: Enrichment Game: Save the Word: Grade 1 Topics 1–12 14-3: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-3: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Draw or build two- and three-dimensional shapes. Spanish Resources 14-3: eText del Libro del estudiante 14-3: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Draw or build two- and three-dimensional shapes. 14-3: Amigo de práctica interactiva 14-3: Práctica adicional 14-4: Compose 2-D Shapes Interactive Student Edition: Grade 1 Lesson 14-4 Math Anytime 14-4: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-4: Visual Learning Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Convince Me! Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Practice and Problem Solving 14-4: Student Edition Practice Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Interactive Practice Buddy 14-4: Interactive Additional Practice Step 3: Assess & Differentiate 14-4: Another Look Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Enrichment Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Quick Check Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Reteach to Build Understanding Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-4: Enrichment 14-4: Digital Math Tool Activity 14-4: enVision STEM Activity Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Another Look Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Spanish Resources 14-4: eText del Libro del estudiante 14-4: Aprendizaje visual Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-4: Amigo de práctica interactiva 14-4: Práctica adicional 14-5: Compose New 2-D Shapes from 2-D Shapes Interactive Student Edition: Grade 1 Lesson 14-5 Math Anytime 14-5: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-5: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Convince Me! Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Practice and Problem Solving 14-5: Student Edition Practice Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Interactive Practice Buddy 14-5: Interactive Additional Practice Step 3: Assess & Differentiate 14-5: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Enrichment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Quick Check Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Reteach to Build Understanding Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-5: Enrichment 14-5: Digital Math Tool Activity 14-5: Pick a Project Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Spanish Resources 14-5: eText del Libro del estudiante 14-5: Aprendizaje visual Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Amigo de práctica interactiva 14-5: Práctica adicional 14-6: Use Attributes to Define Three-Dimensional (3-D) Shapes Interactive Student Edition: Grade 1 Lesson 14-6 Math Anytime 14-6: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-6: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Practice and Problem Solving 14-6: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Interactive Practice Buddy 14-6: Interactive Additional Practice Step 3: Assess & Differentiate 14-6: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-6: Enrichment 14-6: Digital Math Tool Activity 14-6: Problem-Solving Reading Activity Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Spanish Resources 14-6: eText del Libro del estudiante 14-6: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-6: Amigo de práctica interactiva 14-6: Práctica adicional 14-7: Defining and Non-Defining Attributes of 3-D Shapes Interactive Student Edition: Grade 1 Lesson 14-7 Math Anytime 14-7: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-7: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Convince Me! Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Practice and Problem Solving 14-7: Student Edition Practice Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Interactive Practice Buddy 14-7: Interactive Additional Practice Step 3: Assess & Differentiate 14-7: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Enrichment Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Quick Check Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Reteach to Build Understanding Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-7: Enrichment Game: Fluency - Add and Subtract within 10 14-7: Pick a Project Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Spanish Resources 14-7: eText del Libro del estudiante 14-7: Aprendizaje visual Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-7: Amigo de práctica interactiva 14-7: Práctica adicional 14-8: Compose with 3-D Shapes Interactive Student Edition: Grade 1 Lesson 14-8 Math Anytime 14-8: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-8: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-8: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-8: Convince Me! Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Practice and Problem Solving 14-8: Student Edition Practice Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-8: Interactive Practice Buddy 14-8: Interactive Additional Practice Step 3: Assess & Differentiate 14-8: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-8: Enrichment Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-8: Quick Check Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-8: Reteach to Build Understanding Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-8: Enrichment Game: Amazing Savings 1 14-8: Pick a Project Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-8: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Spanish Resources 14-8: eText del Libro del estudiante 14-8: Aprendizaje visual Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-8: Amigo de práctica interactiva 14-8: Práctica adicional 14-9: Problem Solving: Make Sense and Persevere Interactive Student Edition: Grade 1 Lesson 14-9 Math Anytime 14-9: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-9: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-9: Visual Learning Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Convince Me! Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Practice and Problem Solving 14-9: Student Edition Practice Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Interactive Additional Practice Step 3: Assess & Differentiate 14-9: Another Look Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Enrichment Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Quick Check Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Reteach to Build Understanding Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-9: Enrichment 14-9: Digital Math Tool Activity 14-9: Pick a Project Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Another Look Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Spanish Resources 14-9: eText del Libro del estudiante 14-9: Aprendizaje visual Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 14-9: Práctica adicional Topic 14: End of Topic Interactive Student Edition: End of Topic 14 Topic 14: Fluency Practice Activity Topic 14: Vocabulary Review Topic 14: Reteaching Interactive Student Edition: Topic 14 Assessment Practice Interactive Student Edition: Topic 14 Performance Task Topic 14 Performance Task Topic 14 Assessment 14-8: Center Games 14-1: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-2: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-4: Visual Learning Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-5: Visual Learning Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-6: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-8: Visual Learning Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-7: Visual Learning Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Topic 14 Online Assessment: Printable Topic 14 Online Assessment Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Topic 14: Spanish Assessments Tema 14: Tarea de rendimento Tema 14: Evaluación Topic 15: Equal Shares of Circles and Rectangles Topic 15: Animated Math Story: Food Fractions Topic 15: Today's Challenge Topic 15: Beginning of Topic Interactive Student Edition: Beginning of Topic 15 Topic 15: enVision STEM Activity Topic 15: Review What You Know Topic 15: Vocabulary Cards 15-1: Make Equal Shares Interactive Student Edition: Grade 1 Lesson 15-1 Math Anytime 15-1: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-1: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Convince Me! Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Practice and Problem Solving 15-1: Student Edition Practice Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Interactive Practice Buddy 15-1: Interactive Additional Practice Step 3: Assess & Differentiate 15-1: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Enrichment Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Quick Check Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Reteach to Build Understanding Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 15-1: Enrichment 15-1: Digital Math Tool Activity 15-1: Problem-Solving Reading Activity Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Spanish Resources 15-1: eText del Libro del estudiante 15-1: Aprendizaje visual Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-1: Amigo de práctica interactiva 15-1: Práctica adicional 15-2: Make Halves and Fourths of Rectangles and Circles Interactive Student Edition: Grade 1 Lesson 15-2 Math Anytime 15-2: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-2: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal parts. 15-2: Convince Me! Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Practice and Problem Solving 15-2: Student Edition Practice Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-2: Interactive Practice Buddy 15-2: Interactive Additional Practice Step 3: Assess & Differentiate 15-2: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-2: Enrichment Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-2: Quick Check Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-2: Reteach to Build Understanding Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal parts. 15-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 15-2: Enrichment 15-2: Digital Math Tool Activity 15-2: enVision STEM Activity Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-2: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal parts. Spanish Resources 15-2: eText del Libro del estudiante 15-2: Aprendizaje visual Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal parts. 15-2: Amigo de práctica interactiva 15-2: Práctica adicional 15-3: Understand Halves and Fourths Interactive Student Edition: Grade 1 Lesson 15-3 Math Anytime 15-3: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-3: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Convince Me! Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Practice and Problem Solving 15-3: Student Edition Practice Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Interactive Practice Buddy 15-3: Interactive Additional Practice Step 3: Assess & Differentiate 15-3: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Enrichment Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Quick Check Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Reteach to Build Understanding Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 15-3: Enrichment Game: Save the Word: Grade 1 Topics 1–15 15-3: Problem-Solving Reading Activity Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Spanish Resources 15-3: eText del Libro del estudiante 15-3: Aprendizaje visual Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Amigo de práctica interactiva 15-3: Práctica adicional Topic 15: 3-Act Math: Pieced Out Interactive Student Edition: Grade 1,Topic 15: 3-Act Math Mathematical Modeling Topic 15: 3-Act Math: Pieced Out, Act 1 Topic 15: 3-Act Math: Pieced Out, Act 2 Topic 15: 3-Act Math: Pieced Out, Act 3 Topic 15: 3-Act Math: Pieced Out, Sequel 15-4: Problem Solving: Model with Math Interactive Student Edition: Grade 1 Lesson 15-4 Math Anytime 15-4: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-4: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Convince Me! Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Practice and Problem Solving 15-4: Student Edition Practice Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Interactive Additional Practice Step 3: Assess & Differentiate 15-4: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Enrichment Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Quick Check Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Reteach to Build Understanding Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 15-4: Enrichment Game: Save the Word: Grade 1 Topics 1–15 15-4: Pick a Project Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Spanish Resources 15-4: eText del Libro del estudiante 15-4: Aprendizaje visual Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 15-4: Práctica adicional Topic 15: End of Topic Interactive Student Edition: End of Topic 15 Topic 15: Fluency Practice Activity Topic 15: Vocabulary Review Topic 15: Reteaching Interactive Student Edition: Topic 15 Assessment Practice Interactive Student Edition: Topic 15 Performance Task Topic 15 Performance Task Topic 15 Assessment 14-9: Center Games 15-1: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-2: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-3: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 15-4: Visual Learning Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Grade 1 Printable Online Florida Standards Assessment Practice Test Topic 15 Online Assessment Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Topic 15: Spanish Assessments Tema 15: Tarea de rendimento Tema 15: Evaluación Topics 1–15: Cumulative/Benchmark Assessments Topics 1–15: Cumulative/Benchmark Assessment 14-2: Center Games 3-7: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 5-5: Another Look Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 11-1: Another Look Curriculum Standards: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 10-6: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 7-1: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 9-6: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 12-3: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 14-1: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 15-2: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 13-5: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Tell and write time in hours and half-hours using analog and digital clocks. 14-6: Another Look Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 14-5: Another Look Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 14-7: Another Look Curriculum Standards: Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 15-1: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 13-4: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. 15-3: Another Look Curriculum Standards: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Topics 1–15: Printable Online Cumulative/Benchmark Assessment Topics 1–15: Online Cumulative/Benchmark Assessment Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 10 can be thought of as a bundle of ten ones — called a “ten.” Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Grade 1 Progress Monitoring Assessments Grade 1 Progress Monitoring Assessment: Form A Grade 1 Online Progress Monitoring Assessment: Form A Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Grade 1 Progress Monitoring Assessment: Form B Grade 1 Online Progress Monitoring Assessment: Form B Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Grade 1 Progress Monitoring Assessment: Form C Grade 1 Online Progress Monitoring Assessment: Form C Curriculum Standards: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Grade 1 Florida Standards Assessment Practice Tests Grade 1 Florida Standards Assessment Practice Test Grade 1 Printable Online Florida Standards Assessment Practice Test Grade 1 Online Florida Standards Assessment Practice Test Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Grade 1: Florida Standards Assessment Practice Workbook Grade 1: Florida Standards Assessment Practice Workbook Standards Practice: 1.OA.1.1 Standards Practice: 1.OA.1.2 Standards Practice: 1.OA.2.3 Standards Practice: 1.OA.2.4 Standards Practice: 1.OA.3.5 Standards Practice: 1.OA.3.6 Standards Practice: 1.OA.4.7 Standards Practice: 1.OA.4.8 Standards Practice: 1.NBT.1.1 Standards Practice: 1.NBT.2.2.a, 1.NBT.2.2.b Standards Practice: 1.NBT.2.2.c Standards Practice: 1.NBT.2.2.d Standards Practice: 1.NBT.2.3 Standards Practice: 1.NBT.3.4 Standards Practice: 1.NBT.3.5 Standards Practice: 1.NBT.3.6 Standards Practice: 1.MD.1.1 Standards Practice: 1.MD.1.1.a Standards Practice: 1.MD.2.3 Standards Practice: 1.MD.2.a Standards Practice: 1.MD.3.4 Standards Practice: 1.G.1.1 Standards Practice: 1.G.1.2 Standards Practice: 1.G.1.3 Grade 1 Florida Standards Assessment Practice Tests Grade 1 Florida Standards Assessment Practice Test Grade 1 Printable Online Florida Standards Assessment Practice Test Grade 1 Online Florida Standards Assessment Practice Test Curriculum Standards: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Add within 100, including adding a two-digit number and a one- digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 10 can be thought of as a bundle of ten ones — called a “ten.” Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Topic 16: Step Up to Grade 2 16-1: Even and Odd Numbers Student's Edition Grade 1 Lesson 16-1 Step 1: Problem-Based Learning 16-1: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-1: Visual Learning Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 16-1: Convince Me! Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 16-1: Student Edition Practice Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 16-2: Use Arrays to Find Totals Student's Edition Grade 1 Lesson 16-2 Step 1: Problem-Based Learning 16-2: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-2: Visual Learning Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 16-2: Convince Me! Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 16-2: Student Edition Practice Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 16-3: Add on a Hundred Chart Student's Edition Grade 1 Lesson 16-3 Step 1: Problem-Based Learning 16-3: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-3: Visual Learning Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-3: Convince Me! Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-3: Student Edition Practice Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-4: Break Apart Numbers to Add Student's Edition Grade 1 Lesson 16-4 Step 1: Problem-Based Learning 16-4: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-4: Visual Learning Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-4: Convince Me! Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-4: Student Edition Practice Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-5: Subtract Tens and Ones on a Hundred Chart Student's Edition Grade 1 Lesson 16-5 Step 1: Problem-Based Learning 16-5: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-5: Visual Learning Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-5: Convince Me! Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-5: Student Edition Practice Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-6: Break Apart Numbers to Subtract Student's Edition Grade 1 Lesson 16-6 Step 1: Problem-Based Learning 16-6: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Step 2: Visual Learning 16-6: Visual Learning Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-6: Convince Me! Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-6: Student Edition Practice Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 16-7: Solve Problems with Coins Student's Edition Grade 1 Lesson 16-7 Step 1: Problem-Based Learning 16-7: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-7: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. 16-7: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. 16-7: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. 16-8: Understand Hundreds Student's Edition Grade 1 Lesson 16-8 Step 1: Problem-Based Learning 16-8: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-8: Visual Learning Curriculum Standards: Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 16-8: Convince Me! Curriculum Standards: Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 16-8: Student Edition Practice Curriculum Standards: Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 16-9: Models and 3-Digit Numbers Student's Edition Grade 1 Lesson 16-9 Step 1: Problem-Based Learning 16-9: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-9: Visual Learning Curriculum Standards: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 16-9: Convince Me! Curriculum Standards: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 16-9: Student Edition Practice Curriculum Standards: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 16-10: Read and Write 3-Digit Numbers Student's Edition Grade 1 Lesson 16-10 Step 1: Problem-Based Learning 16-10: Solve & Share Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-10: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 16-10: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 16-10: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Math Diagnosis and Intervention System Booklet A: Numbers, Place Value, Money, and Patterns in Grades K-3 A1: Zero to Five A2: More and Fewer A3: Six to Ten A4: Ordinal Numbers Through Tenth A5: Spatial Patterns for Numbers to 10 A6: Comparing Numbers A7: Comparing Numbers to 10 A8: Numbers to 12 A9: Ordering Numbers to 12 with a Number Line A10: 11 to 19 A11: Number Words to Twenty A12: Numbers to 30 A13: Counting to 100 Curriculum Standards: Rote count up to 100. A14: Counting Backward from 20 A15: Counting Backward from 100 A16: Counting by 10s to 100 A17: Using Numbers 11 to 20 A18: Making Numbers 11 to 20 A19: Counting from any Number A20: Using Skip Counting A21: Odd and Even A22: Before, After, and Between A23: Counting with Tens and Ones A24: Tens A25: Tens and Ones Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Identify the value of the numbers in the tens and one place within a given number up to 31. A26: Number Patterns to 100 A27: 1 More or Less, 10 More or Less Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. A28: Using >, <, and = to Compare Numbers Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). A29: Ordering Three Numbers A30: Number Words A31: Numbers to 100 on the Number Line A32: Counting by Hundreds A33: Building Numbers to 999 A34: Reading and Writing Numbers to 999 A35: Patterns with Numbers on Hundreds Charts A36: Comparing Numbers to 999 A37: Before, After, and Between A38: Ordering Numbers to 999 A39: Numbers to 999 on the Number Line A40: Skip Counting on the Number Line A41: Ways to Show Numbers A42: Place-Value Patterns A43: Reading and Writing 4-Digit Numbers A44: Comparing and Ordering Numbers A45: Rounding to the Nearest Ten and Hundred A46: Numbers Halfway Between and Rounding A47: Equal Parts A48: Understanding Fractions to Fourths Curriculum Standards: Partition circles and rectangles into two and four equal parts. A49: Halves A50: Fractions of a Set A51: Estimating Fractional Amounts A52: Equal Parts of a Whole A53: Parts of a Region A54: Parts of a Set A55: Fractions on the Number Line A56: Fractions and Length A57: Using Models to Compare Fractions A58: Comparing Fractions on the Number Line A59: Using Models to Find Equivalent Fractions A60: Comparing Fractions A61: Money A62: Pennies and Nickels A63: Dimes A64: Counting Pennies, Nickels, and Dimes A65: Quarters A66: Half-Dollars A67: Counting Sets of Coins Curriculum Standards: Identify the value of pennies, nickels, dimes and quarters. A68: Ways to Show the Same Amount A69: Dollars A70: Counting Money A71: Find a Rule A72: Input/Output Tables A73: Geometric Growth Patterns A74: Place Value Through Thousands A75: Rounding Numbers Through Thousands A76: Comparing and Ordering Numbers Through Thousands A77: Rounding Numbers Through Millions A78: Equality and Inequality A79: Using the Distributive Property A80: Working with Unit Fractions A81: Equivalent Fractions A82: Fractions and Division A83: Equivalent Fractions and the Number Line A84: Counting Coins and Bills A85: Ways to Make 5 A86: Equal Groups A87: Ways to Make 10 A88: Making Numbers With 10 A89: Count on an Open Number Line A90: Arrays and Repeated Addition A91: Working with Dollar Bills A92: Understand the Whole A93: Comparing Fractions on a Number Line A94: Whole Numbers and Fractions Booklet B: Basic Facts in Grades K-3 B1: Addition B2: Subtraction B3: Finding Sums B4: Joining Stories B5: Stories about Joining Curriculum Standards: Solve addition and subtraction word problems within 20. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. B6: Finding Differences B7: Comparing Stories B8: Separating Stories B9: Making 6 and 7 B10: Making 8 and 9 B11: Parts of Ten B12: Adding Across and Down B13: Adding in any Order Curriculum Standards: Recognize addition as commutative. B14: Missing Parts Curriculum Standards: Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. B15: Finding the Missing Part Curriculum Standards: Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. B16: Relating Addition and Subtraction Curriculum Standards: Recognize subtraction as the inverse of addition. B17: Making 10 on a Ten-Frame Curriculum Standards: Use base ten blocks to add single digit numbers that result in two-digit sums. B18: Missing Parts of 10 B19: Adding with 0, 1, 2 Curriculum Standards: Use counting on to find the sum of two addends. B20: Adding Doubles B21: Using Doubles to Add B22: Facts with 5 on a Ten-Frame Curriculum Standards: Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. B23: Subtracting with 0, 1, and 2 Curriculum Standards: Count backwards to subtract to a specified number family less than 20. B24: Using Doubles to Subtract B25: Thinking Addition to 12 to Subtract B26: Doubles to 18 B27: Using Doubles to Add B28: Adding 10 B29: Making 10 to Add 9 B30: Making 10 to Add 7 and 8 B31: Adding Three Numbers Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. B32: Stories about Separating B33: Stories about Comparing B34: Relating Addition and Subtraction to 18 B35: Fact Families B36: Thinking Addition to Subtract Doubles B37: Using Addition to 18 to Subtract B38: Subtraction Facts with 10 B39: Using Subtraction Strategies B40: Using = and ? Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Find the unknown number in an addition or subtraction equation using whole number totals within 10. B41: Addition Properties B42: Relating Addition and Subtraction B43: Multiplication as Repeated Addition B44: Arrays and Multiplication B45: Writing Multiplication Stories B46: Multiplying by 2 and 5 B47: Multiplying by 9 B48: Multiplying by 1 and 0 B49: Multiplying by 10 B50: Multiplying by 3 B51: Multiplying by 4 B52: Multiplying by 6 or 7 B53: Multiplying by 8 B54: Multiplying Three Numbers B55: Meanings for Division B56: Writing Division Stories B57: Relating Multiplication and Division B58: Dividing by 2 Through 5 B59: Dividing by 6 and 7 B60: Dividing by 8 and 9 B61: 0 and 1 in Division B62: Using Multiplication to Compare B63: Multiplication and Arrays B64: Breaking Apart Numbers to Multiply B65: Multiplying Two-Digit Numbers B66: Mental Math: Multiplication Patterns B67: Mental Math: Division Patterns B68: Estimating Products B69: Divisibility by 2, 3, 5, 9, and 10 B70: Divisibility B71: Mental Math: Multiplying by Multiples of 10 B72: Mental Math: Using Properties B73: Using Mental Math to Multiply B74: Adding and Subtracting on a Number Line B75: Skip Counting on the Number Line B76: Make 10 to Subtract B77: More Make 10 to Subtract B78: Use Patterns to Develop Fluency in Addition B79: Count to Add on a Number Line B80: Count to Subtract on an Open Number Line B81: Patterns on Multiplication Tables Booklet C: Computation with Whole numbers in Grades K-3 C1: Adding Tens C2: Adding on a Hundred Chart Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). C3: Adding Tens to a Two-Digit Number C4: Adding two-Digit Numbers C5: Estimating Sums C6: Regrouping in Addition C7: Deciding When to Regroup in Addition Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. C8: Adding Two-Digit and One-Digit Numbers C9: Adding with Regrouping C10: Two-Digit Addition C11: Adding Three Numbers C12: Subtracting Tens Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). C13: Finding Parts of 100 C14: Subtracting on a Hundred Chart C15: Subtracting Tens from a Two-Digit Number Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). C16: Subtracting Two-Digit Numbers C17: Estimating Differences C18: Subtracting Two-Digit and One-Digit Numbers C19: Deciding When to Regroup in Subtraction C20: Subtracting with Regrouping C21: Two-Digit Subtraction C22: Using Addition to Check Subtraction C23: Adding on a Hundred Chart C24: Subtracting on a Hundred Chart C25: Using Mental Math to Add C26: Using Mental Math to Subtract C27: Adding Two-Digit Numbers C28: Subtracting Two-Digit Numbers C29: Estimating Sums C30: Estimating Differences C31: Mental Math Strategies C32: Adding Three-Digit Numbers C33: Subtracting Three-Digit Numbers C34: Adding Three Numbers C35: Subtracting Across Zero C36: Add with Tens on an Open Number Line C37: Add Two-Digit Numbers on an Open Number Line C38: Subtract Tens on an Open Number Line C39: Subtract Two-Digit Numbers on an Open Number Line C40: Use Compensation to Add C41: Break Apart Numbers to Subtract C42: Partial Sums C43: Make 10 to Add 2-Digit Numbers C44: Counting Up to Subtract on an Open Number Line C45: Adding 10 and 100 to Numbers C46: Subtracting 10 and 100 from Numbers C47: Use an Open Number Line to Multiply Booklet D: Measurement, Geometry, Data, and Probability in Grades K-3 D1: Time to the Hour D2: Time to the Half Hour Curriculum Standards: Tell time in whole and half hours using a digital clock. D3: Time to Five Minutes D4: Time Before and After the Hour D5: Time to the Quarter Hour D6: Telling Time D7: Units of Time D8: Elapsed Time D9: Comparing and Ordering by Length Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). D10: Comparing and Ordering by Capacity D11: Comparing and Ordering by Weight D12: Unit Size and Measuring Curriculum Standards: Use a ruler to measure the length of an object with exact whole units. D13: Inches and Feet D14: Centimeters D15: Inches, Feet, and Yards D16: Inches D17: Centimeters and Meters D18: Perimeter D19: Exploring Area D20: Finding Area on a Grid D21: Area of Rectangles and Squares D22: Area of Irregular Figures D23: Rectangles with the Same Area or Perimeter D24: Using Customary Units of Capacity D25: Using Metric Units of Capacity D26: Using Metric Units of Mass D27: Using Customary Units of Weight D28: Position and Location D29: Shape D30: Properties of Plane Shapes Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Draw or build two- and three-dimensional shapes. D31: Solid Figures D32: Flat Surfaces of Solid Figures D33: Making New Shapes from Shapes D34: Cutting Shapes Apart D35: Flat Surfaces and Corners D36: Faces, Corners, and Edges D37: Solid Figures D38: Lines and Line Segments D39: Acute, Right, and Obtuse Angles D40: Polygons D41: Classifying Triangles Using Sides and Angles D42: Quadrilaterals D43: Graphing D44: Sorting and Classifying D45: Reading Picture Graphs D46: Interpreting Graphs Curriculum Standards: Compare the values of the two categories of data in terms of more or less. D47: Reading Bar Graphs D48: Tallying Results Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. D49: Real Graphs D50: Data and Picture Graphs D51: Making Bar Graphs D52: Make a Graph D53: Recording Data from a Survey D54: Making Line Plots D55: Reading and Making Pictographs Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. D56: Reading and Making a Bar Graph D57: More Perimeter D58: Measuring Capacity or Weight D59: Solving Problems with Units of Time D60: Comparing by Length D61: Comparing by Capacity D62: Comparing by Weight D63: Indirect Measurement D64: Compose with 3-D Shapes D65: Add and Subtract with Measurements D66: Find Unknown Measurements D67: Divide Rectangles into Equal Shares D68: Equal Shares, Different Shapes D69: Area and the Distributive Property D70: Perimeter and Unknown Side Lengths Booklet E: Problem Solving in Grades K-3 E1: Analyze Given Information E2: Two-Step Problems E3: Multi-Step Problems E4: Use Data from a Table or Chart E5: Analyze Given Information E6: Two-Step Problems E7: Multi-Step Problems E8: Look for a Pattern E9: Look for a Pattern E10: Make a Table and Look for a Pattern E11: Draw a Picture E12: Make a Table E13: Use Tools E14: Act It Out E15: Make an Organized List E16: Try, Check, and Revise E17: Use Reasoning E18: Use Reasoning E19: Draw a Picture and Write a Number Sentence E20: Draw a Picture and Write a Number Sentence E21: Make a Table and Look for a Pattern E22: Act It Out E23: Make an Organized List E24: Try, Check, and Revise E25: Draw a Strip Diagram and Write a Number Sentence E26: Use Tools E27: Draw a Strip Diagram E28: Use Representations E29: Use Representations E30: Work Backward E31: Make and Test Generalizations E32: Make and Test Generalizations E33: Writing to Explain E34: Writing to Explain E35: Writing Math Stories E36: Writing Math Stories E37: Use Data from a Table or Chart E38: Work Backward E39: Draw a Picture E40: Make a Table E41: Analyze Given Information E42: Draw a Picture and Write a Number Sentence E43: Draw a Strip Diagram and Write an Equation E44: Use Representations E45: Solve a Simpler Problem E46: Use Reasoning E47: Analyze Relationships E48: Make and Test Conjectures E49: Reasonableness E50: Represent Subtraction as Taking Apart E51: Solve 2-Step Word Problems: Multiplication and Division Diagnostic Tests and Answer Keys, Grades K-3 Grade K Diagnostic Test, Form A Grade K Diagnostic Test, Form B Grade 1 Diagnostic Test, Form A Grade 1 Diagnostic Test, Form B Grade 2 Diagnostic Test, Form A Grade 2 Diagnostic Test, Form B Grade 3 Diagnostic Test, Form A Grade 3 Diagnostic Test, Form B Booklet F: Numeration, Patterns, and Relationships in Grades 4-6 F1: Ways to Show Numbers F2: Numbers to 999 on the Number Line F3: Skip Counting on the Number Line F4: Rounding to the Nearest Ten and Hundred F5: Reading and Writing 4-Digit Numbers F6: Numbers Halfway Between and Rounding F7: Comparing and Ordering Numbers F8: Place-Value Patterns F9: Place Value Through Thousands F10: Rounding Numbers Through Thousands F11: Comparing and Ordering Numbers Through Thousands F12: Place Value Through Millions F13: Rounding Numbers Through Millions F14: Comparing and Ordering Numbers Through Millions F15: Place Value Through Billions F16: Place Value Through Trillions F17: Exponents and Place Value F18: Meaning of Integers F19: Comparing and Ordering Integers F20: Comparing and Ordering Rational Numbers F21: Adding Integers F22: Subtracting Integers F23: Multiplying and Dividing Integers F24: Repeating Patterns F25: Number Patterns F26: Input/Output Tables F27: Geometric Growth Patterns F28: Expressions with Addition and Subtraction F29: Expressions with Multiplication and Division F30: Find a Rule F31: Patterns and Equations F32: Graphing Ordered Pairs F33: Lengths of Line Segments F34: Graphing Equations F35: Graphing Points in the Coordinate Plane F36: Graphing Equations in the Coordinate Plane F37: Translating Words to Expressions F38: Equality and Inequality F39: Multiplication Properties F40: Expressions with Parentheses F41: Order of Operations F42: Using the Distributive Property F43: Properties of Operations F44: Variables and Expressions F45: More Variables and Expressions F46: Writing Expressions F47: Formulas and Equations F48: Properties of Equality F49: Solving Addition and Subtraction Equations F50: Solving Multiplication and Division Equations F51: Solving Equations with Whole Numbers F52: Solving Equations with Decimals F53: Writing Addition and Subtraction Equations F54: Writing Multiplication and Division Equations F55: Solving Equations with Fractions F56: Solving Equations with More Than One Operation F57: Perfect Squares F58: Identify Parts of Expressions F59: Write Equivalent Expressions F60: Simplify Algebraic Expressions F61: Write Inequalities F62: Solve Inequalities F63: Dependent and Independent Variables F64: Absolute Value Booklet G: Operations with Whole Numbers in Grades 4-6 G1: Addition Properties G2: Relating Addition and Subtraction G3: Using Mental Math to Add G4: Using Mental Math to Subtract G5: Estimating Sums G6: Estimating Differences G7: Adding Two-Digit Numbers G8: Subtracting Two-Digit Numbers G9: Mental Math Strategies G10: Adding Three-Digit Numbers G11: Subtracting Three-Digit Numbers G12: Adding and Subtracting Money G13: Estimating Sums and Differences of Greater Numbers G14: Adding Three Numbers G15: Subtracting Four-Digit Numbers G16: Subtracting Across Zero G17: Adding 4-Digit Numbers G18: Adding Greater Numbers G19: Subtracting Greater Numbers G20: Multiplication as Repeated Addition G21: Arrays and Multiplication G22: Using Multiplication to Compare G23: Writing Multiplication Stories G24: Multiplying by 2 and 5 G25: Multiplying by 9 G26: Multiplying by 1 or 0 G27: Multiplying by 3 G28: Multiplying by 4 G29: Multiplying by 6 or 7 G30: Multiplying by 8 G31: Multiplying by 10 G32: Multiplying Three Numbers G33: Meanings for Division G34: Writing Division Stories G35: Relating Multiplication and Division G36: Dividing by 2 Through 5 G37: Dividing by 6 and 7 G38: Dividing by 8 and 9 G39: 0 and 1 in Division G40: Mental Math: Multiplication Patterns G41: Mental Math: Division Patterns G42: Estimating Products G43: Estimating Quotients G44: Multiplication and Arrays G45: Breaking Apart Numbers to Multiply G46: Multiplying Two-Digit Numbers G47: Multiplying Three-Digit Numbers G48: Multiplying Money G49: Multiplying One-Digit and Four-Digit Numbers G50: Dividing with Objects G51: Interpret the Remainder G52: Using Objects to Divide G53: Dividing Two-Digit Numbers G54: Dividing Three-Digit Numbers G55: Zeros in the Quotient G56: Dividing Greater Numbers G57: Factoring Numbers G58: Divisibility by 2, 3, 5, 9, and 10 G59: Divisibility G60: Exponents G61: Prime Factorization G62: Greatest Common Factor G63: Least Common Multiple G64: Mental Math: Multiplying by Multiples of 10 G65: Estimating Products G66: Using Arrays to Multiply Two-Digit Factors G67: Multiplying Two-Digit Numbers by Multiples of 10 G68: Multiplying by Two-Digit Numbers G69: Multiplying Greater Numbers G70: Mental Math: Using Properties G71: Dividing by Multiples of 10 G72: Estimating Quotients with Two-Digit Divisors G73: Dividing by Two-Digit Divisors G74: One- and Two-Digit Quotients G75: Dividing Greater Numbers G76: Using Mental Math to Multiply G77: Adding and Subtracting on a Number Line G78: Skip Counting on the Number Line Booklet H: Fractions, Decimals, and Percents in Grades 4-6 H1: Equal Parts of a Whole H2: Parts of a Region H3: Fractions of a Set H4: Parts of a Set H5: Fractions and Length H6: Fractions on the Number Line H7: Working with Unit Fractions H8: Using Models to Compare Fractions H9: Using Models to Find Equivalent Fractions H10: Comparing Fractions on the Number Line H11: Comparing Fractions H12: Fractions and Decimals H13: Counting Money H14: Making Change H15: Using Money to Understand Decimals H16: Equivalent Fractions H17: Fractions and Division H18: Estimating Fractional Amounts H19: Simplest Form H20: Mixed Numbers H21: Comparing and Ordering Fractions H22: Comparing and Ordering Mixed Numbers H23: Fractions and Mixed Numbers on the Number Line H24: Place Value Through Hundredths H25: Decimals on the Number Line H26: Place Value Through Thousandths H27: Place Value Through Millionths H28: Rounding Decimals Through Hundredths H29: Rounding Decimals Through Thousandths H30: Comparing and Ordering Decimals Through Hundredths H31: Comparing and Ordering Decimals Through Thousandths H32: Relating Fractions and Decimals H33: Decimals to Fractions H34: Fractions to Decimals H35: Relating Fractions and Decimals to Thousandths H36: Using Models to Compare Fractions and Decimals H37: Fractions, Decimals, and the Number Line H38: Adding Fractions with Like Denominators H39: Subtracting Fractions with Like Denominators H40: Adding and Subtracting Fractions with Like Denominators H41: Adding and Subtracting Fractions on a Number Line H42: Adding Fractions with Unlike Denominators H43: Subtracting Fractions with Unlike Denominators H44: Estimating Sums and Differences of Mixed Numbers H45: Adding Mixed Numbers H46: Subtracting Mixed Numbers H47: Multiplying Fractions by Whole Numbers H48: Multiplying Two Fractions H49: Understanding Division with Fractions H50: Dividing Fractions H51: Estimating Products and Quotients of Mixed Numbers H52: Multiplying Mixed Numbers H53: Dividing Mixed Numbers H54: Using Models to Add and Subtract Decimals H55: Estimating Decimal Sums and Differences H56: Adding Decimals to Hundredths H57: Subtracting Decimals to Hundredths H58: More Estimation of Decimal Sums and Differences H59: Adding and Subtracting Decimals to Thousandths H60: Multiplying with Decimals and Whole Numbers H61: Multiplying Decimals by 10, 100, or 1,000 H62: Estimating the Product of a Whole Number and a Decimal H63: Multiplying Decimals Using Grids H64: Multiplying Decimals by Decimals H65: Dividing with Decimals and Whole Numbers H66: Dividing Decimals by 10, 100, or 1,000 H67: Dividing a Decimal by a Whole Number H68: Estimating the Quotient of a Decimal and a Whole Number H69: Dividing a Decimal by a Decimal H70: Understanding Ratios H71: Rates and Unit Rates H72: Comparing Rates H73: Distance, Rate, and Time H74: Equal Ratios and Proportions H75: Solving Proportions H76: Maps and Scale Drawings H77: Understanding Percent H78: Relating Percents, Decimals, and Fractions H79: Percents Greater Than 100 or Less Than 1 H80: Estimating Percent of a Number H81: Finding the Percent of a Whole Number H82: Tips and Sales Tax H83: Equivalent Fractions and the Number Line H84: Counting Coins and Bills H85: Estimating Fraction Sums and Differences H86: Divide Whole Numbers by Unit Fractions H87: Divide Unit Fractions by Non-Zero Whole Numbers H88: Find the Whole Booklet I: Measurement, Geometry, Data, and Probability in Grades 4-6 I1: Solid Figures I2: Lines and Line Segments I3: Acute, Right, and Obtuse Angles I4: Polygons I5: Classifying Triangles Using Sides and Angles I6: Quadrilaterals I7: Making New Shapes from Shapes I8: Cutting Shapes Apart I9: Congruent Figures and Motions I10: Line Symmetry I11: Solids and Nets I12: Views of Solid Figures I13: Geometric Ideas I14: Congruent Figures I15: Circles I16: Rotational Symmetry I17: Transformations I18: Measuring and Classifying Angles I19: Angle Pairs I20: Missing Angles in Triangles and Quadrilaterals I21: Measuring Length to 1/2 and 1/4 Inch I22: Using Customary Units of Length I23: Using Metric Units of Length I24: Using Customary Units of Capacity I25: Using Metric Units of Capacity I26: Using Customary Units of Weight I27: Using Metric Units of Mass I28: Time to the Quarter Hour I29: Telling Time I30: Units of Time I31: Elapsed Time I32: Converting Customary Units of Length I33: Converting Customary Units of Capacity I34: Converting Customary Units of Weight I35: Converting Metric Units I36: Converting Between Measurement Systems I37: Units of Measure and Precision I38: More Units of Time I39: More Elapsed Time I40: Elapsed Time in Other Units I41: Perimeter I42: Exploring Area I43: Finding Area on a Grid I44: More Perimeter I45: Area of Rectangles and Squares I46: Area of Irregular Figures I47: Rectangles with the Same Area or Perimeter I48: Area of Parallelograms I49: Area of Triangles I50: Circumference I51: Area of a Circle I52: Surface Area of Rectangular Prisms I53: Surface Area I54: Counting Cubes to Find Volume I55: Measuring Volume I56: Comparing Volume and Surface Area I57: Recording Data from a Survey I58: Reading and Making Pictographs I59: Reading and Making a Bar Graph I60: Making Line Plots I61: Interpreting Graphs I62: Stem-and-Leaf Plots I63: Histograms I64: Finding the Mean I65: Median, Mode, and Range I66: Scatterplots I67: Measuring Capacity or Weight I68: Solving Problems with Units of Time I69: Making Dot Plots I70: Converting Units I71: Line Plots I72: Combining Volumes I73: Polygons on the Coordinate Plane I74: Statistical Questions I75: Box Plots I76: Measures of Variability I77: Appropriate Use of Statistical Measures I78: Summarize Data Distributions Booklet J: Problem Solving in Grades 4-6 J1: Analyze Given Information J2: Two-Step Problems J3: Multi-Step Problems J4: Two-Step Problems J5: Multi-Step Problems J6: Make an Organized List J7: Make an Organized List J8: Analyze Given Information J9: Draw a Picture and Write a Number Sentence J10: Draw a Picture and Write a Number Sentence J11: Draw a Strip Diagram and Write an Equation J12: Draw a Strip Diagram and Write an Equation J13: Try, Check, and Revise J14: Try, Check, and Revise J15: Solve a Simpler Problem J16: Use Representations J17: Make a Table and Look for a Pattern J18: Solve a Simpler Problem J19: Make a Table and Look for a Pattern J20: Analyze Relationships J21: Use Objects J22: Use Objects J23: Use Reasoning J24: Use Reasoning J25: Draw a Picture J26: Draw a Picture J27: Work Backward J28: Work Backward J29: Make a Graph J30: Make a Graph J31: Analyze Relationships J32: Make and Test Generalizations J33: Make and Test Conjectures J34: Reasonableness J35: Reasonableness J36: Use Representations J37: Writing to Explain J38: Writing to Explain J39: Make and Test Generalizations J40: Make and Test Conjectures Diagnostic Tests and Answer Keys, Grades 4-6 Grade 4 Diagnostic Test, Form A Grade 4 Diagnostic Test, Form B Grade 5 Diagnostic Test, Form A Grade 5 Diagnostic Test, Form B Grade 6 Diagnostic Test, Form A Grade 6 Diagnostic Test, Form B Grade 1 Spanish Assessments Grado 1 Examen de preparación Temas 1 a 4: Evaluación acumulativa/de referencia Temas 1 a 8: Evaluación acumulativa/de referencia Temas 1 a 12: Evaluación acumulativa/de referencia Temas 1 a 15: Evaluación acumulativa/de referencia Evaluación para observar el progreso, Forma A Evaluación para observar el progreso, Forma B Evaluación para observar el progreso, Forma C Credits, enVision Florida Mathematics 2020 Grade 1 Teacher Resources Container Teaching Tools Intended Role: Instructor English Language Learners Toolkit Intended Role: Instructor Basic-Facts Timed Tests Intended Role: Instructor Exámenes cronometrados de operaciones básicas Intended Role: Instructor Assessment Sourcebook Intended Role: Instructor Cuaderno de evaluación para el Grado 1 Intended Role: Instructor Today's Challenge Teacher's Guide Intended Role: Instructor Math Practices Posters Intended Role: Instructor Math Practices and Problem Solving Handbook Intended Role: Instructor Multilingual Handbook Intended Role: Instructor Grade 1: Number and Operations Routines Intended Role: Instructor Grade 1: Classroom Videos & Program Overview Video Transcripts Intended Role: Instructor Grade 1 Offline Teacher Resources Intended Role: Instructor ExamView Download (Windows) Intended Role: Instructor ExamView Download (Mac) Intended Role: Instructor Realize Scout Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-1: Reteach to Build Understanding: Answer Key 13-1: Reteach to Build Understanding: Answer Key13-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor Getting Started with enVision Florida Mathematics Intended Role: Instructor Teacher's Edition eText: Grade 1 Intended Role: Instructor Online Teacher's Edition Program Overview: Grade 1 Intended Role: Instructor Step 1: Problem-Based Learning Intended Role: Instructor Step 2A: Visual Learning: Enhanced Direct Instruction Intended Role: Instructor Step 2B: Visual Learning: Practice and Problem Solving Intended Role: Instructor Step 3: Assess and Differentiate Intended Role: Instructor 3-Act Math, Mathematical Modeling Intended Role: Instructor Grade 1 Readiness Test: Answer Key Intended Role: Instructor Grade 1 Readiness Tests: Editable Assessment Intended Role: Instructor Grade 1 Online Readiness Test: Answer Key Intended Role: Instructor Grade 1 Printable Online Readiness Test Intended Role: Instructor Topic 1: Home-School Connection Intended Role: Instructor Topic 1: Interactive Math Story Intended Role: Instructor Topic 1: Interactive Math Story Master Intended Role: Instructor Topic 1: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 1: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 1: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 1: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 1 Intended Role: Instructor Topic 1: Professional Development Video Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-1 Intended Role: Instructor 1-1: Listen & Look For Intended Role: Instructor 1-1: Daily Review: Editable Worksheet Intended Role: Instructor 1-1: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-1: Solve & Share Solution Intended Role: Instructor 1-1: Solve & Share Solution Intended Role: Instructor 1-1: Printable Additional Practice Intended Role: Instructor 1-1: Additional Practice: Editable Worksheet Intended Role: Instructor 1-1: Quick Check: Answer Key Intended Role: Instructor 1-1: Printable Quick Check Intended Role: Instructor 1-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-1: Enrichment: Answer Key Intended Role: Instructor 1-1: Enrichment: Editable Worksheet Intended Role: Instructor 1-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-2 Intended Role: Instructor 1-2: Daily Review: Editable Worksheet Intended Role: Instructor 1-2: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-2: Solve & Share Solution Intended Role: Instructor 1-2: Solve & Share Solution Intended Role: Instructor 1-2: Printable Additional Practice Intended Role: Instructor 1-2: Additional Practice: Editable Worksheet Intended Role: Instructor 1-2: Quick Check: Answer Key Intended Role: Instructor 1-2: Printable Quick Check Intended Role: Instructor 1-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-2: Enrichment: Answer Key Intended Role: Instructor 1-2: Enrichment: Editable Worksheet Intended Role: Instructor 1-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-3 Intended Role: Instructor 1-3: Daily Review: Editable Worksheet Intended Role: Instructor 1-3: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-3: Solve & Share Solution Intended Role: Instructor 1-3: Solve & Share Solution Intended Role: Instructor 1-3: Printable Additional Practice Intended Role: Instructor 1-3: Additional Practice: Editable Worksheet Intended Role: Instructor 1-3: Quick Check: Answer Key Intended Role: Instructor 1-3: Printable Quick Check Intended Role: Instructor 1-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-3: Enrichment: Answer Key Intended Role: Instructor 1-3: Enrichment: Editable Worksheet Intended Role: Instructor 1-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-4 Intended Role: Instructor 1-4: Daily Review: Editable Worksheet Intended Role: Instructor 1-4: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-4: Solve & Share Solution Intended Role: Instructor 1-4: Solve & Share Solution Intended Role: Instructor 1-4: Printable Additional Practice Intended Role: Instructor 1-4: Additional Practice: Editable Worksheet Intended Role: Instructor 1-4: Quick Check: Answer Key Intended Role: Instructor 1-4: Printable Quick Check Intended Role: Instructor 1-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-4: Enrichment: Answer Key Intended Role: Instructor 1-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor 1-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-5 Intended Role: Instructor 1-5: Daily Review: Editable Worksheet Intended Role: Instructor 1-5: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-5: Solve & Share Solution Intended Role: Instructor 1-5: Solve & Share Solution Intended Role: Instructor 1-5: Printable Additional Practice Intended Role: Instructor 1-5: Additional Practice: Editable Worksheet Intended Role: Instructor 1-5: Quick Check: Answer Key Intended Role: Instructor 1-5: Printable Quick Check Intended Role: Instructor 1-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-5: Enrichment: Answer Key Intended Role: Instructor 1-5: Enrichment: Editable Worksheet Intended Role: Instructor 1-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-5: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 1: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 1: 3-Act Math Intended Role: Instructor 1-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-6 Intended Role: Instructor 1-6: Daily Review: Editable Worksheet Intended Role: Instructor 1-6: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-6: Solve & Share Solution Intended Role: Instructor 1-6: Solve & Share Solution Intended Role: Instructor 1-6: Printable Additional Practice Intended Role: Instructor 1-6: Additional Practice: Editable Worksheet Intended Role: Instructor 1-6: Quick Check: Answer Key Intended Role: Instructor 1-6: Printable Quick Check Intended Role: Instructor 1-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-6: Enrichment: Answer Key Intended Role: Instructor 1-6: Enrichment: Editable Worksheet Intended Role: Instructor 1-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-7 Intended Role: Instructor 1-7: Daily Review: Editable Worksheet Intended Role: Instructor 1-7: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-7: Solve & Share Solution Intended Role: Instructor 1-7: Solve & Share Solution Intended Role: Instructor 1-7: Printable Additional Practice Intended Role: Instructor 1-7: Additional Practice: Editable Worksheet Intended Role: Instructor 1-7: Quick Check: Answer Key Intended Role: Instructor 1-7: Printable Quick Check Intended Role: Instructor 1-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-7: Enrichment: Answer Key Intended Role: Instructor 1-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor 1-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-8 Intended Role: Instructor 1-8: Daily Review: Editable Worksheet Intended Role: Instructor 1-8: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-8: Solve & Share Solution Intended Role: Instructor 1-8: Solve & Share Solution Intended Role: Instructor 1-8: Printable Additional Practice Intended Role: Instructor 1-8: Additional Practice: Editable Worksheet Intended Role: Instructor 1-8: Quick Check: Answer Key Intended Role: Instructor 1-8: Printable Quick Check Intended Role: Instructor 1-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-8: Enrichment: Answer Key Intended Role: Instructor 1-8: Enrichment: Editable Worksheet Intended Role: Instructor 1-8: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-9 Intended Role: Instructor 1-9: Daily Review: Editable Worksheet Intended Role: Instructor 1-9: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-9: Solve & Share Solution Intended Role: Instructor 1-9: Solve & Share Solution Intended Role: Instructor 1-9: Printable Additional Practice Intended Role: Instructor 1-9: Additional Practice: Editable Worksheet Intended Role: Instructor 1-9: Quick Check: Answer Key Intended Role: Instructor 1-9: Printable Quick Check Intended Role: Instructor 1-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-9: Enrichment: Answer Key Intended Role: Instructor 1-9: Enrichment: Editable Worksheet Intended Role: Instructor 1-9: Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-9: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 1 Performance Task: Answer Key Intended Role: Instructor Topic 1 Performance Task: Editable Assessment Intended Role: Instructor Topic 1 Assessment: Answer Key Intended Role: Instructor Topic 1 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 1 Online Assessment: Answer Key Intended Role: Instructor Tema 1: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 1: Evaluación: Clave de respuestas Intended Role: Instructor Topic 2: Home-School Connection Intended Role: Instructor Topic 2: Interactive Math Story Intended Role: Instructor Topic 2: Interactive Math Story Master Intended Role: Instructor Topic 2: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 2: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor Fluency Practice/Assessment Master Intended Role: Instructor Fluency Practice/Assessment Master: Answer Key Intended Role: Instructor Grade 1 Topic 2: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 2: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 2 Intended Role: Instructor Topic 2: Professional Development Video Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-1 Intended Role: Instructor 2-1: Daily Review: Editable Worksheet Intended Role: Instructor 2-1: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-1: Solve & Share Solution Intended Role: Instructor 2-1: Solve & Share Solution Intended Role: Instructor 2-1: Printable Additional Practice Intended Role: Instructor 2-1: Additional Practice: Editable Worksheet Intended Role: Instructor 2-1: Quick Check: Answer Key Intended Role: Instructor 2-1: Printable Quick Check Intended Role: Instructor 2-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-1: Enrichment: Answer Key Intended Role: Instructor 2-1: Enrichment: Editable Worksheet Intended Role: Instructor 2-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-2 Intended Role: Instructor 2-2: Daily Review: Editable Worksheet Intended Role: Instructor 2-2: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-2: Solve & Share Solution Intended Role: Instructor 2-2: Solve & Share Solution Intended Role: Instructor 2-2: Printable Additional Practice Intended Role: Instructor 2-2: Additional Practice: Editable Worksheet Intended Role: Instructor 2-2: Quick Check: Answer Key Intended Role: Instructor 2-2: Printable Quick Check Intended Role: Instructor 2-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-2: Enrichment: Answer Key Intended Role: Instructor 2-2: Enrichment: Editable Worksheet Intended Role: Instructor 2-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-3 Intended Role: Instructor 2-3: Listen & Look For Intended Role: Instructor 2-3: Daily Review: Editable Worksheet Intended Role: Instructor 2-3: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-3: Solve & Share Solution Intended Role: Instructor 2-3: Solve & Share Solution Intended Role: Instructor 2-3: Printable Additional Practice Intended Role: Instructor 2-3: Additional Practice: Editable Worksheet Intended Role: Instructor 2-3: Quick Check: Answer Key Intended Role: Instructor 2-3: Printable Quick Check Intended Role: Instructor 2-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-3: Enrichment: Answer Key Intended Role: Instructor 2-3: Enrichment: Editable Worksheet Intended Role: Instructor 2-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-4 Intended Role: Instructor 2-4: Daily Review: Editable Worksheet Intended Role: Instructor 2-4: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-4: Solve & Share Solution Intended Role: Instructor 2-4: Solve & Share Solution Intended Role: Instructor 2-4: Printable Additional Practice Intended Role: Instructor 2-4: Additional Practice: Editable Worksheet Intended Role: Instructor 2-4: Quick Check: Answer Key Intended Role: Instructor 2-4: Printable Quick Check Intended Role: Instructor 2-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-4: Enrichment: Answer Key Intended Role: Instructor 2-4: Enrichment: Editable Worksheet Intended Role: Instructor 2-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-5 Intended Role: Instructor 2-5: Listen & Look For Intended Role: Instructor 2-5: Daily Review: Editable Worksheet Intended Role: Instructor 2-5: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-5: Solve & Share Solution Intended Role: Instructor 2-5: Solve & Share Solution Intended Role: Instructor 2-5: Printable Additional Practice Intended Role: Instructor 2-5: Additional Practice: Editable Worksheet Intended Role: Instructor 2-5: Quick Check: Answer Key Intended Role: Instructor 2-5: Printable Quick Check Intended Role: Instructor 2-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-5: Enrichment: Answer Key Intended Role: Instructor 2-5: Enrichment: Editable Worksheet Intended Role: Instructor 2-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-6 Intended Role: Instructor 2-6: Listen & Look For Intended Role: Instructor 2-6: Daily Review: Editable Worksheet Intended Role: Instructor 2-6: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-6: Solve & Share Solution Intended Role: Instructor 2-6: Solve & Share Solution Intended Role: Instructor 2-6: Printable Additional Practice Intended Role: Instructor 2-6: Additional Practice: Editable Worksheet Intended Role: Instructor 2-6: Quick Check: Answer Key Intended Role: Instructor 2-6: Printable Quick Check Intended Role: Instructor 2-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-6: Enrichment: Answer Key Intended Role: Instructor 2-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor 2-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-7 Intended Role: Instructor 2-7: Daily Review: Editable Worksheet Intended Role: Instructor 2-7: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-7: Solve & Share Solution Intended Role: Instructor 2-7: Solve & Share Solution Intended Role: Instructor 2-7: Printable Additional Practice Intended Role: Instructor 2-7: Additional Practice: Editable Worksheet Intended Role: Instructor 2-7: Quick Check: Answer Key Intended Role: Instructor 2-7: Printable Quick Check Intended Role: Instructor 2-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-7: Enrichment: Answer Key Intended Role: Instructor 2-7: Enrichment: Editable Worksheet Intended Role: Instructor 2-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-8 Intended Role: Instructor 2-8: Listen & Look For Intended Role: Instructor 2-8: Daily Review: Editable Worksheet Intended Role: Instructor 2-8: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-8: Solve & Share Solution Intended Role: Instructor 2-8: Solve & Share Solution Intended Role: Instructor 2-8: Printable Additional Practice Intended Role: Instructor 2-8: Additional Practice: Editable Worksheet Intended Role: Instructor 2-8: Quick Check: Answer Key Intended Role: Instructor 2-8: Printable Quick Check Intended Role: Instructor 2-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-8: Enrichment: Answer Key Intended Role: Instructor 2-8: Enrichment: Editable Worksheet Intended Role: Instructor 2-8: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-9 Intended Role: Instructor 2-9: Listen & Look For Intended Role: Instructor 2-9: Daily Review: Editable Worksheet Intended Role: Instructor 2-9: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-9: Solve & Share Solution Intended Role: Instructor 2-9: Solve & Share Solution Intended Role: Instructor 2-9: Printable Additional Practice Intended Role: Instructor 2-9: Additional Practice: Editable Worksheet Intended Role: Instructor 2-9: Quick Check: Answer Key Intended Role: Instructor 2-9: Printable Quick Check Intended Role: Instructor 2-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-9: Enrichment: Answer Key Intended Role: Instructor 2-9: Enrichment: Editable Worksheet Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor 2-9: Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-9: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 2 Performance Task: Answer Key Intended Role: Instructor Topic 2 Performance Task: Editable Assessment Intended Role: Instructor Topic 2 Assessment: Answer Key Intended Role: Instructor Topic 2 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 2 Online Assessment: Answer Key Intended Role: Instructor Tema 2: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 2: Evaluación: Clave de respuestas Intended Role: Instructor Topic 3: Home-School Connection Intended Role: Instructor Topic 3: Interactive Math Story Intended Role: Instructor Topic 3: Interactive Math Story Master Intended Role: Instructor Topic 3: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 3: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 3: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 3: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 3 Intended Role: Instructor Topic 3: Professional Development Video Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-1 Intended Role: Instructor 3-1: Listen & Look For Intended Role: Instructor 3-1: Daily Review: Editable Worksheet Intended Role: Instructor 3-1: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-1: Solve & Share Solution Intended Role: Instructor 3-1: Solve & Share Solution Intended Role: Instructor 3-1: Printable Additional Practice Intended Role: Instructor 3-1: Additional Practice: Editable Worksheet Intended Role: Instructor 3-1: Quick Check: Answer Key Intended Role: Instructor 3-1: Printable Quick Check Intended Role: Instructor 3-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-1: Enrichment: Answer Key Intended Role: Instructor 3-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor 3-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-2 Intended Role: Instructor 3-2: Listen & Look For Intended Role: Instructor 3-2: Daily Review: Editable Worksheet Intended Role: Instructor 3-2: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-2: Solve & Share Solution Intended Role: Instructor 3-2: Solve & Share Solution Intended Role: Instructor 3-2: Printable Additional Practice Intended Role: Instructor 3-2: Additional Practice: Editable Worksheet Intended Role: Instructor 3-2: Quick Check: Answer Key Intended Role: Instructor 3-2: Printable Quick Check Intended Role: Instructor 3-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-2: Enrichment: Answer Key Intended Role: Instructor 3-2: Enrichment: Editable Worksheet Intended Role: Instructor 3-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-3 Intended Role: Instructor 3-3: Daily Review: Editable Worksheet Intended Role: Instructor 3-3: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-3: Solve & Share Solution Intended Role: Instructor 3-3: Solve & Share Solution Intended Role: Instructor 3-3: Printable Additional Practice Intended Role: Instructor 3-3: Additional Practice: Editable Worksheet Intended Role: Instructor 3-3: Quick Check: Answer Key Intended Role: Instructor 3-3: Printable Quick Check Intended Role: Instructor 3-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-3: Enrichment: Answer Key Intended Role: Instructor 3-3: Enrichment: Editable Worksheet Intended Role: Instructor 3-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-4 Intended Role: Instructor 3-4: Listen & Look For Intended Role: Instructor 3-4: Daily Review: Editable Worksheet Intended Role: Instructor 3-4: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-4: Solve & Share Solution Intended Role: Instructor 3-4: Solve & Share Solution Intended Role: Instructor 3-4: Printable Additional Practice Intended Role: Instructor 3-4: Additional Practice: Editable Worksheet Intended Role: Instructor 3-4: Quick Check: Answer Key Intended Role: Instructor 3-4: Printable Quick Check Intended Role: Instructor 3-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-4: Enrichment: Answer Key Intended Role: Instructor 3-4: Enrichment: Editable Worksheet Intended Role: Instructor 3-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-5 Intended Role: Instructor 3-5: Daily Review: Editable Worksheet Intended Role: Instructor 3-5: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-5: Solve & Share Solution Intended Role: Instructor 3-5: Solve & Share Solution Intended Role: Instructor 3-5: Printable Additional Practice Intended Role: Instructor 3-5: Additional Practice: Editable Worksheet Intended Role: Instructor 3-5: Quick Check: Answer Key Intended Role: Instructor 3-5: Printable Quick Check Intended Role: Instructor 3-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-5: Enrichment: Answer Key Intended Role: Instructor 3-5: Enrichment: Editable Worksheet Intended Role: Instructor 3-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-6 Intended Role: Instructor 3-6: Listen & Look For Intended Role: Instructor 3-6: Daily Review: Editable Worksheet Intended Role: Instructor 3-6: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-6: Solve & Share Solution Intended Role: Instructor 3-6: Solve & Share Solution Intended Role: Instructor 3-6: Printable Additional Practice Intended Role: Instructor 3-6: Additional Practice: Editable Worksheet Intended Role: Instructor 3-6: Quick Check: Answer Key Intended Role: Instructor 3-6: Printable Quick Check Intended Role: Instructor 3-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-6: Enrichment: Answer Key Intended Role: Instructor 3-6: Enrichment: Editable Worksheet Intended Role: Instructor 3-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-7 Intended Role: Instructor 3-7: Daily Review: Editable Worksheet Intended Role: Instructor 3-7: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-7: Solve & Share Solution Intended Role: Instructor 3-7: Solve & Share Solution Intended Role: Instructor 3-7: Printable Additional Practice Intended Role: Instructor 3-7: Additional Practice: Editable Worksheet Intended Role: Instructor 3-7: Quick Check: Answer Key Intended Role: Instructor 3-7: Printable Quick Check Intended Role: Instructor 3-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-7: Enrichment: Answer Key Intended Role: Instructor 3-7: Enrichment: Editable Worksheet Intended Role: Instructor 3-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-7: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 3: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 3: 3-Act Math Intended Role: Instructor 3-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-8 Intended Role: Instructor 3-8: Listen & Look For Intended Role: Instructor 3-8: Daily Review: Editable Worksheet Intended Role: Instructor 3-8: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-8: Solve & Share Solution Intended Role: Instructor 3-8: Solve & Share Solution Intended Role: Instructor 3-8: Printable Additional Practice Intended Role: Instructor 3-8: Additional Practice: Editable Worksheet Intended Role: Instructor 3-8: Quick Check: Answer Key Intended Role: Instructor 3-8: Printable Quick Check Intended Role: Instructor 3-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-8: Enrichment: Answer Key Intended Role: Instructor 3-8: Enrichment: Editable Worksheet Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor 3-8: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-9 Intended Role: Instructor 3-9: Listen & Look For Intended Role: Instructor 3-9: Daily Review: Editable Worksheet Intended Role: Instructor 3-9: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-9: Solve & Share Solution Intended Role: Instructor 3-9: Solve & Share Solution Intended Role: Instructor 3-9: Printable Additional Practice Intended Role: Instructor 3-9: Additional Practice: Editable Worksheet Intended Role: Instructor 3-9: Quick Check: Answer Key Intended Role: Instructor 3-9: Printable Quick Check Intended Role: Instructor 3-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-9: Enrichment: Answer Key Intended Role: Instructor 3-9: Enrichment: Editable Worksheet Intended Role: Instructor 3-9: Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-9: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 3 Performance Task: Answer Key Intended Role: Instructor Topic 3 Performance Task: Editable Assessment Intended Role: Instructor Topic 3 Assessment: Answer Key Intended Role: Instructor Topic 3 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 3 Online Assessment: Answer Key Intended Role: Instructor Tema 3: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 3: Evaluación: Clave de respuestas Intended Role: Instructor Topic 4: Home-School Connection Intended Role: Instructor Topic 4: Interactive Math Story Intended Role: Instructor Topic 4: Interactive Math Story Master Intended Role: Instructor Topic 4: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 4: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 4: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 4: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 4 Intended Role: Instructor Topic 4: Professional Development Video Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-1 Intended Role: Instructor 4-1: Daily Review: Editable Worksheet Intended Role: Instructor 4-1: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-1: Solve & Share Solution Intended Role: Instructor 4-1: Solve & Share Solution Intended Role: Instructor 4-1: Printable Additional Practice Intended Role: Instructor 4-1: Additional Practice: Editable Worksheet Intended Role: Instructor 4-1: Quick Check: Answer Key Intended Role: Instructor 4-1: Printable Quick Check Intended Role: Instructor 4-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-1: Enrichment: Answer Key Intended Role: Instructor 4-1: Enrichment: Editable Worksheet Intended Role: Instructor 4-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-2 Intended Role: Instructor 4-2: Daily Review: Editable Worksheet Intended Role: Instructor 4-2: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-2: Solve & Share Solution Intended Role: Instructor 4-2: Solve & Share Solution Intended Role: Instructor 4-2: Printable Additional Practice Intended Role: Instructor 4-2: Additional Practice: Editable Worksheet Intended Role: Instructor 4-2: Quick Check: Answer Key Intended Role: Instructor 4-2: Printable Quick Check Intended Role: Instructor 4-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-2: Enrichment: Answer Key Intended Role: Instructor 4-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor 4-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-3 Intended Role: Instructor 4-3: Daily Review: Editable Worksheet Intended Role: Instructor 4-3: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-3: Solve & Share Solution Intended Role: Instructor 4-3: Solve & Share Solution Intended Role: Instructor 4-3: Printable Additional Practice Intended Role: Instructor 4-3: Additional Practice: Editable Worksheet Intended Role: Instructor 4-3: Quick Check: Answer Key Intended Role: Instructor 4-3: Printable Quick Check Intended Role: Instructor 4-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-3: Enrichment: Answer Key Intended Role: Instructor 4-3: Enrichment: Editable Worksheet Intended Role: Instructor 4-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-4 Intended Role: Instructor 4-4: Listen & Look For Intended Role: Instructor 4-4: Daily Review: Editable Worksheet Intended Role: Instructor 4-4: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-4: Solve & Share Solution Intended Role: Instructor 4-4: Solve & Share Solution Intended Role: Instructor 4-4: Printable Additional Practice Intended Role: Instructor 4-4: Additional Practice: Editable Worksheet Intended Role: Instructor 4-4: Quick Check: Answer Key Intended Role: Instructor 4-4: Printable Quick Check Intended Role: Instructor 4-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-4: Enrichment: Answer Key Intended Role: Instructor 4-4: Enrichment: Editable Worksheet Intended Role: Instructor 4-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-5 Intended Role: Instructor 4-5: Listen & Look For Intended Role: Instructor 4-5: Daily Review: Editable Worksheet Intended Role: Instructor 4-5: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-5: Solve & Share Solution Intended Role: Instructor 4-5: Solve & Share Solution Intended Role: Instructor 4-5: Printable Additional Practice Intended Role: Instructor 4-5: Additional Practice: Editable Worksheet Intended Role: Instructor 4-5: Quick Check: Answer Key Intended Role: Instructor 4-5: Printable Quick Check Intended Role: Instructor 4-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-5: Enrichment: Answer Key Intended Role: Instructor 4-5: Enrichment: Editable Worksheet Intended Role: Instructor 4-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-6 Intended Role: Instructor 4-6: Daily Review: Editable Worksheet Intended Role: Instructor 4-6: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-6: Solve & Share Solution Intended Role: Instructor 4-6: Solve & Share Solution Intended Role: Instructor 4-6: Printable Additional Practice Intended Role: Instructor 4-6: Additional Practice: Editable Worksheet Intended Role: Instructor 4-6: Quick Check: Answer Key Intended Role: Instructor 4-6: Printable Quick Check Intended Role: Instructor 4-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-6: Enrichment: Answer Key Intended Role: Instructor 4-6: Enrichment: Editable Worksheet Intended Role: Instructor 4-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-7 Intended Role: Instructor 4-7: Listen & Look For Intended Role: Instructor 4-7: Daily Review: Editable Worksheet Intended Role: Instructor 4-7: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-7: Solve & Share Solution Intended Role: Instructor 4-7: Solve & Share Solution Intended Role: Instructor 4-7: Printable Additional Practice Intended Role: Instructor 4-7: Additional Practice: Editable Worksheet Intended Role: Instructor 4-7: Quick Check: Answer Key Intended Role: Instructor 4-7: Printable Quick Check Intended Role: Instructor 4-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-7: Enrichment: Answer Key Intended Role: Instructor 4-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor 4-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-8 Intended Role: Instructor 4-8: Listen & Look For Intended Role: Instructor 4-8: Daily Review: Editable Worksheet Intended Role: Instructor 4-8: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-8: Solve & Share Solution Intended Role: Instructor 4-8: Solve & Share Solution Intended Role: Instructor 4-8: Printable Additional Practice Intended Role: Instructor 4-8: Additional Practice: Editable Worksheet Intended Role: Instructor 4-8: Quick Check: Answer Key Intended Role: Instructor 4-8: Printable Quick Check Intended Role: Instructor 4-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-8: Enrichment: Answer Key Intended Role: Instructor 4-8: Enrichment: Editable Worksheet Intended Role: Instructor 4-8: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-9 Intended Role: Instructor 4-9: Listen & Look For Intended Role: Instructor 4-9: Daily Review: Editable Worksheet Intended Role: Instructor 4-9: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-9: Solve & Share Solution Intended Role: Instructor 4-9: Solve & Share Solution Intended Role: Instructor 4-9: Printable Additional Practice Intended Role: Instructor 4-9: Additional Practice: Editable Worksheet Intended Role: Instructor 4-9: Quick Check: Answer Key Intended Role: Instructor 4-9: Printable Quick Check Intended Role: Instructor 4-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-9: Enrichment: Answer Key Intended Role: Instructor 4-9: Enrichment: Editable Worksheet Intended Role: Instructor 4-9: Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-9: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 4 Performance Task: Answer Key Intended Role: Instructor Topic 4 Performance Task: Editable Assessment Intended Role: Instructor Topic 4 Assessment: Answer Key Intended Role: Instructor Topic 4 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 4 Online Assessment: Answer Key Intended Role: Instructor Tema 4: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 4: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–4: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–4: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–4: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topic 5: Home-School Connection Intended Role: Instructor Topic 5: Interactive Math Story Intended Role: Instructor Topic 5: Interactive Math Story Master Intended Role: Instructor Topic 5: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 5: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 5: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 5: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 5 Intended Role: Instructor Topic 5: Professional Development Video Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-1 Intended Role: Instructor 5-1: Listen & Look For Intended Role: Instructor 5-1: Daily Review: Editable Worksheet Intended Role: Instructor 5-1: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-1: Solve & Share Solution Intended Role: Instructor 5-1: Solve & Share Solution Intended Role: Instructor 5-1: Printable Additional Practice Intended Role: Instructor 5-1: Additional Practice: Editable Worksheet Intended Role: Instructor 5-1: Quick Check: Answer Key Intended Role: Instructor 5-1: Printable Quick Check Intended Role: Instructor 5-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-1: Enrichment: Answer Key Intended Role: Instructor 5-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor 5-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-2 Intended Role: Instructor 5-2: Daily Review: Editable Worksheet Intended Role: Instructor 5-2: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-2: Solve & Share Solution Intended Role: Instructor 5-2: Solve & Share Solution Intended Role: Instructor 5-2: Printable Additional Practice Intended Role: Instructor 5-2: Additional Practice: Editable Worksheet Intended Role: Instructor 5-2: Quick Check: Answer Key Intended Role: Instructor 5-2: Printable Quick Check Intended Role: Instructor 5-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-2: Enrichment: Answer Key Intended Role: Instructor 5-2: Enrichment: Editable Worksheet Intended Role: Instructor 5-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-3 Intended Role: Instructor 5-3: Listen & Look For Intended Role: Instructor 5-3: Daily Review: Editable Worksheet Intended Role: Instructor 5-3: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-3: Solve & Share Solution Intended Role: Instructor 5-3: Solve & Share Solution Intended Role: Instructor 5-3: Printable Additional Practice Intended Role: Instructor 5-3: Additional Practice: Editable Worksheet Intended Role: Instructor 5-3: Quick Check: Answer Key Intended Role: Instructor 5-3: Printable Quick Check Intended Role: Instructor 5-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-3: Enrichment: Answer Key Intended Role: Instructor 5-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor 5-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-4 Intended Role: Instructor 5-4: Listen & Look For Intended Role: Instructor 5-4: Daily Review: Editable Worksheet Intended Role: Instructor 5-4: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-4: Solve & Share Solution Intended Role: Instructor 5-4: Solve & Share Solution Intended Role: Instructor 5-4: Printable Additional Practice Intended Role: Instructor 5-4: Additional Practice: Editable Worksheet Intended Role: Instructor 5-4: Quick Check: Answer Key Intended Role: Instructor 5-4: Printable Quick Check Intended Role: Instructor 5-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-4: Enrichment: Answer Key Intended Role: Instructor 5-4: Enrichment: Editable Worksheet Intended Role: Instructor 5-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-5 Intended Role: Instructor 5-5: Listen & Look For Intended Role: Instructor 5-5: Daily Review: Editable Worksheet Intended Role: Instructor 5-5: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-5: Solve & Share Solution Intended Role: Instructor 5-5: Solve & Share Solution Intended Role: Instructor 5-5: Printable Additional Practice Intended Role: Instructor 5-5: Additional Practice: Editable Worksheet Intended Role: Instructor 5-5: Quick Check: Answer Key Intended Role: Instructor 5-5: Printable Quick Check Intended Role: Instructor 5-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-5: Enrichment: Answer Key Intended Role: Instructor 5-5: Enrichment: Editable Worksheet Intended Role: Instructor 5-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-5: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 5: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 5: 3-Act Math Intended Role: Instructor 5-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-6 Intended Role: Instructor 5-6: Listen & Look For Intended Role: Instructor 5-6: Daily Review: Editable Worksheet Intended Role: Instructor 5-6: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-6: Solve & Share Solution Intended Role: Instructor 5-6: Solve & Share Solution Intended Role: Instructor 5-6: Printable Additional Practice Intended Role: Instructor 5-6: Additional Practice: Editable Worksheet Intended Role: Instructor 5-6: Quick Check: Answer Key Intended Role: Instructor 5-6: Printable Quick Check Intended Role: Instructor 5-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-6: Enrichment: Answer Key Intended Role: Instructor 5-6: Enrichment: Editable Worksheet Intended Role: Instructor 5-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-7 Intended Role: Instructor 5-7: Listen & Look For Intended Role: Instructor 5-7: Daily Review: Editable Worksheet Intended Role: Instructor 5-7: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-7: Solve & Share Solution Intended Role: Instructor 5-7: Solve & Share Solution Intended Role: Instructor 5-7: Printable Additional Practice Intended Role: Instructor 5-7: Additional Practice: Editable Worksheet Intended Role: Instructor 5-7: Quick Check: Answer Key Intended Role: Instructor 5-7: Printable Quick Check Intended Role: Instructor 5-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-7: Enrichment: Answer Key Intended Role: Instructor 5-7: Enrichment: Editable Worksheet Intended Role: Instructor 5-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-7: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 5 Performance Task: Answer Key Intended Role: Instructor Topic 5 Performance Task: Editable Assessment Intended Role: Instructor Topic 5 Assessment: Answer Key Intended Role: Instructor Topic 5 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 5 Online Assessment: Answer Key Intended Role: Instructor Tema 5: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 5: Evaluación: Clave de respuestas Intended Role: Instructor Topic 6: Home-School Connection Intended Role: Instructor Topic 6: Interactive Math Story Intended Role: Instructor Topic 6: Interactive Math Story Master Intended Role: Instructor Topic 6: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 6: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 6: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 6: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 6 Intended Role: Instructor Topic 6: Professional Development Video Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-1 Intended Role: Instructor 6-1: Listen & Look For Intended Role: Instructor 6-1: Daily Review: Editable Worksheet Intended Role: Instructor 6-1: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-1: Solve & Share Solution Intended Role: Instructor 6-1: Solve & Share Solution Intended Role: Instructor 6-1: Printable Additional Practice Intended Role: Instructor 6-1: Additional Practice: Editable Worksheet Intended Role: Instructor 6-1: Quick Check: Answer Key Intended Role: Instructor 6-1: Printable Quick Check Intended Role: Instructor 6-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-1: Enrichment: Answer Key Intended Role: Instructor 6-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor 6-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-2 Intended Role: Instructor 6-2: Listen & Look For Intended Role: Instructor 6-2: Daily Review: Editable Worksheet Intended Role: Instructor 6-2: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-2: Solve & Share Solution Intended Role: Instructor 6-2: Solve & Share Solution Intended Role: Instructor 6-2: Printable Additional Practice Intended Role: Instructor 6-2: Additional Practice: Editable Worksheet Intended Role: Instructor 6-2: Quick Check: Answer Key Intended Role: Instructor 6-2: Printable Quick Check Intended Role: Instructor 6-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-2: Enrichment: Answer Key Intended Role: Instructor 6-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor 6-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-3 Intended Role: Instructor 6-3: Listen & Look For Intended Role: Instructor 6-3: Daily Review: Editable Worksheet Intended Role: Instructor 6-3: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-3: Solve & Share Solution Intended Role: Instructor 6-3: Solve & Share Solution Intended Role: Instructor 6-3: Printable Additional Practice Intended Role: Instructor 6-3: Additional Practice: Editable Worksheet Intended Role: Instructor 6-3: Quick Check: Answer Key Intended Role: Instructor 6-3: Printable Quick Check Intended Role: Instructor 6-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-3: Enrichment: Answer Key Intended Role: Instructor 6-3: Enrichment: Editable Worksheet Intended Role: Instructor 6-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-4 Intended Role: Instructor 6-4: Listen & Look For Intended Role: Instructor 6-4: Daily Review: Editable Worksheet Intended Role: Instructor 6-4: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-4: Solve & Share Solution Intended Role: Instructor 6-4: Solve & Share Solution Intended Role: Instructor 6-4: Printable Additional Practice Intended Role: Instructor 6-4: Additional Practice: Editable Worksheet Intended Role: Instructor 6-4: Quick Check: Answer Key Intended Role: Instructor 6-4: Printable Quick Check Intended Role: Instructor 6-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-4: Enrichment: Answer Key Intended Role: Instructor 6-4: Enrichment: Editable Worksheet Intended Role: Instructor 6-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-5 Intended Role: Instructor 6-5: Daily Review: Editable Worksheet Intended Role: Instructor 6-5: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-5: Solve & Share Solution Intended Role: Instructor 6-5: Solve & Share Solution Intended Role: Instructor 6-5: Printable Additional Practice Intended Role: Instructor 6-5: Additional Practice: Editable Worksheet Intended Role: Instructor 6-5: Quick Check: Answer Key Intended Role: Instructor 6-5: Printable Quick Check Intended Role: Instructor 6-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-5: Enrichment: Answer Key Intended Role: Instructor 6-5: Enrichment: Editable Worksheet Intended Role: Instructor 6-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-5: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 6 Performance Task: Answer Key Intended Role: Instructor Topic 6 Performance Task: Editable Assessment Intended Role: Instructor Topic 6 Assessment: Answer Key Intended Role: Instructor Topic 6 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 6 Online Assessment: Answer Key Intended Role: Instructor Tema 6: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 6: Evaluación: Clave de respuestas Intended Role: Instructor Topic 7: Home-School Connection Intended Role: Instructor Topic 7: Interactive Math Story Intended Role: Instructor Topic 7: Interactive Math Story Master Intended Role: Instructor Topic 7: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 7: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 7: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 7: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 7 Intended Role: Instructor Topic 7: Professional Development Video Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-1 Intended Role: Instructor 7-1: Listen & Look For Intended Role: Instructor 7-1: Daily Review: Editable Worksheet Intended Role: Instructor 7-1: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-1: Solve & Share Solution Intended Role: Instructor 7-1: Solve & Share Solution Intended Role: Instructor 7-1: Printable Additional Practice Intended Role: Instructor 7-1: Additional Practice: Editable Worksheet Intended Role: Instructor 7-1: Quick Check: Answer Key Intended Role: Instructor 7-1: Printable Quick Check Intended Role: Instructor 7-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-1: Enrichment: Answer Key Intended Role: Instructor 7-1: Enrichment: Editable Worksheet Intended Role: Instructor 7-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-2 Intended Role: Instructor 7-2: Daily Review: Editable Worksheet Intended Role: Instructor 7-2: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-2: Solve & Share Solution Intended Role: Instructor 7-2: Solve & Share Solution Intended Role: Instructor 7-2: Printable Additional Practice Intended Role: Instructor 7-2: Additional Practice: Editable Worksheet Intended Role: Instructor 7-2: Quick Check: Answer Key Intended Role: Instructor 7-2: Printable Quick Check Intended Role: Instructor 7-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-2: Enrichment: Answer Key Intended Role: Instructor 7-2: Enrichment: Editable Worksheet Intended Role: Instructor 7-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-3 Intended Role: Instructor 7-3: Listen & Look For Intended Role: Instructor 7-3: Daily Review: Editable Worksheet Intended Role: Instructor 7-3: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-3: Solve & Share Solution Intended Role: Instructor 7-3: Solve & Share Solution Intended Role: Instructor 7-3: Printable Additional Practice Intended Role: Instructor 7-3: Additional Practice: Editable Worksheet Intended Role: Instructor 7-3: Quick Check: Answer Key Intended Role: Instructor 7-3: Printable Quick Check Intended Role: Instructor 7-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-3: Enrichment: Answer Key Intended Role: Instructor 7-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor 7-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-4 Intended Role: Instructor 7-4: Listen & Look For Intended Role: Instructor 7-4: Daily Review: Editable Worksheet Intended Role: Instructor 7-4: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-4: Solve & Share Solution Intended Role: Instructor 7-4: Solve & Share Solution Intended Role: Instructor 7-4: Printable Additional Practice Intended Role: Instructor 7-4: Additional Practice: Editable Worksheet Intended Role: Instructor 7-4: Quick Check: Answer Key Intended Role: Instructor 7-4: Printable Quick Check Intended Role: Instructor 7-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-4: Enrichment: Answer Key Intended Role: Instructor 7-4: Enrichment: Editable Worksheet Intended Role: Instructor 7-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-4: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 7: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 7: 3-Act Math Intended Role: Instructor 7-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-5 Intended Role: Instructor 7-5: Listen & Look For Intended Role: Instructor 7-5: Daily Review: Editable Worksheet Intended Role: Instructor 7-5: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-5: Solve & Share Solution Intended Role: Instructor 7-5: Solve & Share Solution Intended Role: Instructor 7-5: Printable Additional Practice Intended Role: Instructor 7-5: Additional Practice: Editable Worksheet Intended Role: Instructor 7-5: Quick Check: Answer Key Intended Role: Instructor 7-5: Printable Quick Check Intended Role: Instructor 7-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-5: Enrichment: Answer Key Intended Role: Instructor 7-5: Enrichment: Editable Worksheet Intended Role: Instructor 7-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-6 Intended Role: Instructor 7-6: Listen & Look For Intended Role: Instructor 7-6: Daily Review: Editable Worksheet Intended Role: Instructor 7-6: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-6: Solve & Share Solution Intended Role: Instructor 7-6: Solve & Share Solution Intended Role: Instructor 7-6: Printable Additional Practice Intended Role: Instructor 7-6: Additional Practice: Editable Worksheet Intended Role: Instructor 7-6: Quick Check: Answer Key Intended Role: Instructor 7-6: Printable Quick Check Intended Role: Instructor 7-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-6: Enrichment: Answer Key Intended Role: Instructor 7-6: Enrichment: Editable Worksheet Intended Role: Instructor 7-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-7 Intended Role: Instructor 7-7: Listen & Look For Intended Role: Instructor 7-7: Daily Review: Editable Worksheet Intended Role: Instructor 7-7: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-7: Solve & Share Solution Intended Role: Instructor 7-7: Solve & Share Solution Intended Role: Instructor 7-7: Printable Additional Practice Intended Role: Instructor 7-7: Additional Practice: Editable Worksheet Intended Role: Instructor 7-7: Quick Check: Answer Key Intended Role: Instructor 7-7: Printable Quick Check Intended Role: Instructor 7-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-7: Enrichment: Answer Key Intended Role: Instructor 7-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor 7-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-7: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 7 Performance Task: Answer Key Intended Role: Instructor Topic 7 Performance Task: Editable Assessment Intended Role: Instructor Topic 7 Assessment: Answer Key Intended Role: Instructor Topic 7 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 7 Online Assessment: Answer Key Intended Role: Instructor Tema 7: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 7: Evaluación: Clave de respuestas Intended Role: Instructor Topic 8: Home-School Connection Intended Role: Instructor Topic 8: Interactive Math Story Intended Role: Instructor Topic 8: Interactive Math Story Master Intended Role: Instructor Topic 8: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 8: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 8: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 8: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 8 Intended Role: Instructor Topic 8: Professional Development Video Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-1 Intended Role: Instructor 8-1: Listen & Look For Intended Role: Instructor 8-1: Daily Review: Editable Worksheet Intended Role: Instructor 8-1: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-1: Solve & Share Solution Intended Role: Instructor 8-1: Solve & Share Solution Intended Role: Instructor 8-1: Printable Additional Practice Intended Role: Instructor 8-1: Additional Practice: Editable Worksheet Intended Role: Instructor 8-1: Quick Check: Answer Key Intended Role: Instructor 8-1: Printable Quick Check Intended Role: Instructor 8-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-1: Enrichment: Answer Key Intended Role: Instructor 8-1: Enrichment: Editable Worksheet Intended Role: Instructor 8-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-2 Intended Role: Instructor 8-2: Daily Review: Editable Worksheet Intended Role: Instructor 8-2: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-2: Solve & Share Solution Intended Role: Instructor 8-2: Solve & Share Solution Intended Role: Instructor 8-2: Printable Additional Practice Intended Role: Instructor 8-2: Additional Practice: Editable Worksheet Intended Role: Instructor 8-2: Quick Check: Answer Key Intended Role: Instructor 8-2: Printable Quick Check Intended Role: Instructor 8-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-2: Enrichment: Answer Key Intended Role: Instructor 8-2: Enrichment: Editable Worksheet Intended Role: Instructor 8-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-3 Intended Role: Instructor 8-3: Listen & Look For Intended Role: Instructor 8-3: Daily Review: Editable Worksheet Intended Role: Instructor 8-3: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-3: Solve & Share Solution Intended Role: Instructor 8-3: Solve & Share Solution Intended Role: Instructor 8-3: Printable Additional Practice Intended Role: Instructor 8-3: Additional Practice: Editable Worksheet Intended Role: Instructor 8-3: Quick Check: Answer Key Intended Role: Instructor 8-3: Printable Quick Check Intended Role: Instructor 8-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-3: Enrichment: Answer Key Intended Role: Instructor 8-3: Enrichment: Editable Worksheet Intended Role: Instructor 8-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-4 Intended Role: Instructor 8-4: Listen & Look For Intended Role: Instructor 8-4: Daily Review: Editable Worksheet Intended Role: Instructor 8-4: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-4: Solve & Share Solution Intended Role: Instructor 8-4: Solve & Share Solution Intended Role: Instructor 8-4: Printable Additional Practice Intended Role: Instructor 8-4: Additional Practice: Editable Worksheet Intended Role: Instructor 8-4: Quick Check: Answer Key Intended Role: Instructor 8-4: Printable Quick Check Intended Role: Instructor 8-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-4: Enrichment: Answer Key Intended Role: Instructor 8-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor 8-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-5 Intended Role: Instructor 8-5: Daily Review: Editable Worksheet Intended Role: Instructor 8-5: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-5: Solve & Share Solution Intended Role: Instructor 8-5: Solve & Share Solution Intended Role: Instructor 8-5: Printable Additional Practice Intended Role: Instructor 8-5: Additional Practice: Editable Worksheet Intended Role: Instructor 8-5: Quick Check: Answer Key Intended Role: Instructor 8-5: Printable Quick Check Intended Role: Instructor 8-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-5: Enrichment: Answer Key Intended Role: Instructor 8-5: Enrichment: Editable Worksheet Intended Role: Instructor 8-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-6 Intended Role: Instructor 8-6: Listen & Look For Intended Role: Instructor 8-6: Daily Review: Editable Worksheet Intended Role: Instructor 8-6: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-6: Solve & Share Solution Intended Role: Instructor 8-6: Solve & Share Solution Intended Role: Instructor 8-6: Printable Additional Practice Intended Role: Instructor 8-6: Additional Practice: Editable Worksheet Intended Role: Instructor 8-6: Quick Check: Answer Key Intended Role: Instructor 8-6: Printable Quick Check Intended Role: Instructor 8-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-6: Enrichment: Answer Key Intended Role: Instructor 8-6: Enrichment: Editable Worksheet Intended Role: Instructor 8-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-7 Intended Role: Instructor 8-7: Listen & Look For Intended Role: Instructor 8-7: Daily Review: Editable Worksheet Intended Role: Instructor 8-7: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-7: Solve & Share Solution Intended Role: Instructor 8-7: Solve & Share Solution Intended Role: Instructor 8-7: Printable Additional Practice Intended Role: Instructor 8-7: Additional Practice: Editable Worksheet Intended Role: Instructor 8-7: Quick Check: Answer Key Intended Role: Instructor 8-7: Printable Quick Check Intended Role: Instructor 8-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-7: Enrichment: Answer Key Intended Role: Instructor 8-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor 8-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-7: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 8 Performance Task: Answer Key Intended Role: Instructor Topic 8 Performance Task: Editable Assessment Intended Role: Instructor Topic 8 Assessment: Answer Key Intended Role: Instructor Topic 8 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 8 Online Assessment: Answer Key Intended Role: Instructor Tema 8: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 8: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–8: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–8: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–8: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topic 9: Home-School Connection Intended Role: Instructor Topic 9: Interactive Math Story Intended Role: Instructor Topic 9: Interactive Math Story Master Intended Role: Instructor Topic 9: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 9: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 9: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 9: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 9 Intended Role: Instructor Topic 9: Professional Development Video Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-1 Intended Role: Instructor 9-1: Listen & Look For Intended Role: Instructor 9-1: Daily Review: Editable Worksheet Intended Role: Instructor 9-1: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-1: Solve & Share Solution Intended Role: Instructor 9-1: Solve & Share Solution Intended Role: Instructor 9-1: Printable Additional Practice Intended Role: Instructor 9-1: Additional Practice: Editable Worksheet Intended Role: Instructor 9-1: Quick Check: Answer Key Intended Role: Instructor 9-1: Printable Quick Check Intended Role: Instructor 9-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-1: Enrichment: Answer Key Intended Role: Instructor 9-1: Enrichment: Editable Worksheet Intended Role: Instructor 9-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-2 Intended Role: Instructor 9-2: Listen & Look For Intended Role: Instructor 9-2: Daily Review: Editable Worksheet Intended Role: Instructor 9-2: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-2: Solve & Share Solution Intended Role: Instructor 9-2: Solve & Share Solution Intended Role: Instructor 9-2: Printable Additional Practice Intended Role: Instructor 9-2: Additional Practice: Editable Worksheet Intended Role: Instructor 9-2: Quick Check: Answer Key Intended Role: Instructor 9-2: Printable Quick Check Intended Role: Instructor 9-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-2: Enrichment: Answer Key Intended Role: Instructor 9-2: Enrichment: Editable Worksheet Intended Role: Instructor 9-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-3 Intended Role: Instructor 9-3: Listen & Look For Intended Role: Instructor 9-3: Daily Review: Editable Worksheet Intended Role: Instructor 9-3: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-3: Solve & Share Solution Intended Role: Instructor 9-3: Solve & Share Solution Intended Role: Instructor 9-3: Printable Additional Practice Intended Role: Instructor 9-3: Additional Practice: Editable Worksheet Intended Role: Instructor 9-3: Quick Check: Answer Key Intended Role: Instructor 9-3: Printable Quick Check Intended Role: Instructor 9-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-3: Enrichment: Answer Key Intended Role: Instructor 9-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor 9-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-4 Intended Role: Instructor 9-4: Listen & Look For Intended Role: Instructor 9-4: Daily Review: Editable Worksheet Intended Role: Instructor 9-4: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-4: Solve & Share Solution Intended Role: Instructor 9-4: Solve & Share Solution Intended Role: Instructor 9-4: Printable Additional Practice Intended Role: Instructor 9-4: Additional Practice: Editable Worksheet Intended Role: Instructor 9-4: Quick Check: Answer Key Intended Role: Instructor 9-4: Printable Quick Check Intended Role: Instructor 9-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-4: Enrichment: Answer Key Intended Role: Instructor 9-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor 9-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-5 Intended Role: Instructor 9-5: Listen & Look For Intended Role: Instructor 9-5: Daily Review: Editable Worksheet Intended Role: Instructor 9-5: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-5: Solve & Share Solution Intended Role: Instructor 9-5: Solve & Share Solution Intended Role: Instructor 9-5: Printable Additional Practice Intended Role: Instructor 9-5: Additional Practice: Editable Worksheet Intended Role: Instructor 9-5: Quick Check: Answer Key Intended Role: Instructor 9-5: Printable Quick Check Intended Role: Instructor 9-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-5: Enrichment: Answer Key Intended Role: Instructor 9-5: Enrichment: Editable Worksheet Intended Role: Instructor 9-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-5: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 9: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 9: 3-Act Math Intended Role: Instructor 9-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-6 Intended Role: Instructor 9-6: Listen & Look For Intended Role: Instructor 9-6: Daily Review: Editable Worksheet Intended Role: Instructor 9-6: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-6: Solve & Share Solution Intended Role: Instructor 9-6: Solve & Share Solution Intended Role: Instructor 9-6: Printable Additional Practice Intended Role: Instructor 9-6: Additional Practice: Editable Worksheet Intended Role: Instructor 9-6: Quick Check: Answer Key Intended Role: Instructor 9-6: Printable Quick Check Intended Role: Instructor 9-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-6: Enrichment: Answer Key Intended Role: Instructor 9-6: Enrichment: Editable Worksheet Intended Role: Instructor 9-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-6: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 9 Performance Task: Answer Key Intended Role: Instructor Topic 9 Performance Task: Editable Assessment Intended Role: Instructor Topic 9 Assessment: Answer Key Intended Role: Instructor Topic 9 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 9 Online Assessment: Answer Key Intended Role: Instructor Tema 9: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 9: Evaluación: Clave de respuestas Intended Role: Instructor Topic 10: Home-School Connection Intended Role: Instructor Topic 10: Interactive Math Story Intended Role: Instructor Topic 10: Interactive Math Story Master Intended Role: Instructor Topic 10: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 10: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 10: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 10: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 10 Intended Role: Instructor Topic 10: Professional Development Video Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-1 Intended Role: Instructor 10-1: Listen & Look For Intended Role: Instructor 10-1: Daily Review: Editable Worksheet Intended Role: Instructor 10-1: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-1: Solve & Share Solution Intended Role: Instructor 10-1: Solve & Share Solution Intended Role: Instructor 10-1: Printable Additional Practice Intended Role: Instructor 10-1: Additional Practice: Editable Worksheet Intended Role: Instructor 10-1: Quick Check: Answer Key Intended Role: Instructor 10-1: Printable Quick Check Intended Role: Instructor 10-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-1: Enrichment: Answer Key Intended Role: Instructor 10-1: Enrichment: Editable Worksheet Intended Role: Instructor 10-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-2 Intended Role: Instructor 10-2: Listen & Look For Intended Role: Instructor 10-2: Daily Review: Editable Worksheet Intended Role: Instructor 10-2: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-2: Solve & Share Solution Intended Role: Instructor 10-2: Solve & Share Solution Intended Role: Instructor 10-2: Printable Additional Practice Intended Role: Instructor 10-2: Additional Practice: Editable Worksheet Intended Role: Instructor 10-2: Quick Check: Answer Key Intended Role: Instructor 10-2: Printable Quick Check Intended Role: Instructor 10-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-2: Enrichment: Answer Key Intended Role: Instructor 10-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor 10-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-3 Intended Role: Instructor 10-3: Listen & Look For Intended Role: Instructor 10-3: Daily Review: Editable Worksheet Intended Role: Instructor 10-3: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-3: Solve & Share Solution Intended Role: Instructor 10-3: Solve & Share Solution Intended Role: Instructor 10-3: Printable Additional Practice Intended Role: Instructor 10-3: Additional Practice: Editable Worksheet Intended Role: Instructor 10-3: Quick Check: Answer Key Intended Role: Instructor 10-3: Printable Quick Check Intended Role: Instructor 10-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-3: Enrichment: Answer Key Intended Role: Instructor 10-3: Enrichment: Editable Worksheet Intended Role: Instructor 10-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-4 Intended Role: Instructor 10-4: Listen & Look For Intended Role: Instructor 10-4: Daily Review: Editable Worksheet Intended Role: Instructor 10-4: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-4: Solve & Share Solution Intended Role: Instructor 10-4: Solve & Share Solution Intended Role: Instructor 10-4: Printable Additional Practice Intended Role: Instructor 10-4: Additional Practice: Editable Worksheet Intended Role: Instructor 10-4: Quick Check: Answer Key Intended Role: Instructor 10-4: Printable Quick Check Intended Role: Instructor 10-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-4: Enrichment: Answer Key Intended Role: Instructor 10-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor 10-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-5 Intended Role: Instructor 10-5: Listen & Look For Intended Role: Instructor 10-5: Daily Review: Editable Worksheet Intended Role: Instructor 10-5: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-5: Solve & Share Solution Intended Role: Instructor 10-5: Solve & Share Solution Intended Role: Instructor 10-5: Printable Additional Practice Intended Role: Instructor 10-5: Additional Practice: Editable Worksheet Intended Role: Instructor 10-5: Quick Check: Answer Key Intended Role: Instructor 10-5: Printable Quick Check Intended Role: Instructor 10-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-5: Enrichment: Answer Key Intended Role: Instructor 10-5: Enrichment: Editable Worksheet Intended Role: Instructor 10-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-6 Intended Role: Instructor 10-6: Daily Review: Editable Worksheet Intended Role: Instructor 10-6: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-6: Solve & Share Solution Intended Role: Instructor 10-6: Solve & Share Solution Intended Role: Instructor 10-6: Printable Additional Practice Intended Role: Instructor 10-6: Additional Practice: Editable Worksheet Intended Role: Instructor 10-6: Quick Check: Answer Key Intended Role: Instructor 10-6: Printable Quick Check Intended Role: Instructor 10-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-6: Enrichment: Answer Key Intended Role: Instructor 10-6: Enrichment: Editable Worksheet Intended Role: Instructor 10-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-7 Intended Role: Instructor 10-7: Daily Review: Editable Worksheet Intended Role: Instructor 10-7: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-7: Solve & Share Solution Intended Role: Instructor 10-7: Solve & Share Solution Intended Role: Instructor 10-7: Printable Additional Practice Intended Role: Instructor 10-7: Additional Practice: Editable Worksheet Intended Role: Instructor 10-7: Quick Check: Answer Key Intended Role: Instructor 10-7: Printable Quick Check Intended Role: Instructor 10-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-7: Enrichment: Answer Key Intended Role: Instructor 10-7: Enrichment: Editable Worksheet Intended Role: Instructor 10-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-8 Intended Role: Instructor 10-8: Daily Review: Editable Worksheet Intended Role: Instructor 10-8: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-8: Solve & Share Solution Intended Role: Instructor 10-8: Solve & Share Solution Intended Role: Instructor 10-8: Printable Additional Practice Intended Role: Instructor 10-8: Additional Practice: Editable Worksheet Intended Role: Instructor 10-8: Quick Check: Answer Key Intended Role: Instructor 10-8: Printable Quick Check Intended Role: Instructor 10-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-8: Enrichment: Answer Key Intended Role: Instructor 10-8: Enrichment: Editable Worksheet Intended Role: Instructor 10-8: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-9 Intended Role: Instructor 10-9: Daily Review: Editable Worksheet Intended Role: Instructor 10-9: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-9: Solve & Share Solution Intended Role: Instructor 10-9: Solve & Share Solution Intended Role: Instructor 10-9: Printable Additional Practice Intended Role: Instructor 10-9: Additional Practice: Editable Worksheet Intended Role: Instructor 10-9: Quick Check: Answer Key Intended Role: Instructor 10-9: Printable Quick Check Intended Role: Instructor 10-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-9: Enrichment: Answer Key Intended Role: Instructor 10-9: Enrichment: Editable Worksheet Intended Role: Instructor 10-9: Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-9: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 10 Performance Task: Answer Key Intended Role: Instructor Topic 10 Performance Task: Editable Assessment Intended Role: Instructor Topic 10 Assessment: Answer Key Intended Role: Instructor Topic 10 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 10 Online Assessment: Answer Key Intended Role: Instructor Tema 10: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 10: Evaluación: Clave de respuestas Intended Role: Instructor Topic 11: Home-School Connection Intended Role: Instructor Topic 11: Interactive Math Story Intended Role: Instructor Topic 11: Interactive Math Story Master Intended Role: Instructor Topic 11: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 11: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 11: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 11: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 11 Intended Role: Instructor Topic 11: Professional Development Video Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-1 Intended Role: Instructor 11-1: Listen & Look For Intended Role: Instructor 11-1: Daily Review: Editable Worksheet Intended Role: Instructor 11-1: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-1: Solve & Share Solution Intended Role: Instructor 11-1: Solve & Share Solution Intended Role: Instructor 11-1: Printable Additional Practice Intended Role: Instructor 11-1: Additional Practice: Editable Worksheet Intended Role: Instructor 11-1: Quick Check: Answer Key Intended Role: Instructor 11-1: Printable Quick Check Intended Role: Instructor 11-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-1: Enrichment: Answer Key Intended Role: Instructor 11-1: Enrichment: Editable Worksheet Intended Role: Instructor 11-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-2 Intended Role: Instructor 11-2: Listen & Look For Intended Role: Instructor 11-2: Daily Review: Editable Worksheet Intended Role: Instructor 11-2: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-2: Solve & Share Solution Intended Role: Instructor 11-2: Solve & Share Solution Intended Role: Instructor 11-2: Printable Additional Practice Intended Role: Instructor 11-2: Additional Practice: Editable Worksheet Intended Role: Instructor 11-2: Quick Check: Answer Key Intended Role: Instructor 11-2: Printable Quick Check Intended Role: Instructor 11-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-2: Enrichment: Answer Key Intended Role: Instructor 11-2: Enrichment: Editable Worksheet Intended Role: Instructor 11-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-3 Intended Role: Instructor 11-3: Listen & Look For Intended Role: Instructor 11-3: Daily Review: Editable Worksheet Intended Role: Instructor 11-3: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-3: Solve & Share Solution Intended Role: Instructor 11-3: Solve & Share Solution Intended Role: Instructor 11-3: Printable Additional Practice Intended Role: Instructor 11-3: Additional Practice: Editable Worksheet Intended Role: Instructor 11-3: Quick Check: Answer Key Intended Role: Instructor 11-3: Printable Quick Check Intended Role: Instructor 11-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-3: Enrichment: Answer Key Intended Role: Instructor 11-3: Enrichment: Editable Worksheet Intended Role: Instructor 11-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-4 Intended Role: Instructor 11-4: Listen & Look For Intended Role: Instructor 11-4: Daily Review: Editable Worksheet Intended Role: Instructor 11-4: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-4: Solve & Share Solution Intended Role: Instructor 11-4: Solve & Share Solution Intended Role: Instructor 11-4: Printable Additional Practice Intended Role: Instructor 11-4: Additional Practice: Editable Worksheet Intended Role: Instructor 11-4: Quick Check: Answer Key Intended Role: Instructor 11-4: Printable Quick Check Intended Role: Instructor 11-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-4: Enrichment: Answer Key Intended Role: Instructor 11-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor 11-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-5 Intended Role: Instructor 11-5: Daily Review: Editable Worksheet Intended Role: Instructor 11-5: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-5: Solve & Share Solution Intended Role: Instructor 11-5: Solve & Share Solution Intended Role: Instructor 11-5: Printable Additional Practice Intended Role: Instructor 11-5: Additional Practice: Editable Worksheet Intended Role: Instructor 11-5: Quick Check: Answer Key Intended Role: Instructor 11-5: Printable Quick Check Intended Role: Instructor 11-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-5: Enrichment: Answer Key Intended Role: Instructor 11-5: Enrichment: Editable Worksheet Intended Role: Instructor 11-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-5: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 11: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 11: 3-Act Math Intended Role: Instructor 11-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-6 Intended Role: Instructor 11-6: Listen & Look For Intended Role: Instructor 11-6: Daily Review: Editable Worksheet Intended Role: Instructor 11-6: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-6: Solve & Share Solution Intended Role: Instructor 11-6: Solve & Share Solution Intended Role: Instructor 11-6: Printable Additional Practice Intended Role: Instructor 11-6: Additional Practice: Editable Worksheet Intended Role: Instructor 11-6: Quick Check: Answer Key Intended Role: Instructor 11-6: Printable Quick Check Intended Role: Instructor 11-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-6: Enrichment: Answer Key Intended Role: Instructor 11-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor 11-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-7 Intended Role: Instructor 11-7: Listen & Look For Intended Role: Instructor 11-7: Daily Review: Editable Worksheet Intended Role: Instructor 11-7: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-7: Solve & Share Solution Intended Role: Instructor 11-7: Solve & Share Solution Intended Role: Instructor 11-7: Printable Additional Practice Intended Role: Instructor 11-7: Additional Practice: Editable Worksheet Intended Role: Instructor 11-7: Quick Check: Answer Key Intended Role: Instructor 11-7: Printable Quick Check Intended Role: Instructor 11-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-7: Enrichment: Answer Key Intended Role: Instructor 11-7: Enrichment: Editable Worksheet Intended Role: Instructor 11-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-7: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 11 Performance Task: Answer Key Intended Role: Instructor Topic 11 Performance Task: Editable Assessment Intended Role: Instructor Topic 11 Assessment: Answer Key Intended Role: Instructor Topic 11 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 11 Online Assessment: Answer Key Intended Role: Instructor Tema 11: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 11: Evaluación: Clave de respuestas Intended Role: Instructor Topic 12: Home-School Connection Intended Role: Instructor Topic 12: Interactive Math Story Intended Role: Instructor Topic 12: Interactive Math Story Master Intended Role: Instructor Topic 12: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 12: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 12: Listen & Look For Transcripts Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 12 Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-1 Intended Role: Instructor 12-1: Daily Review: Editable Worksheet Intended Role: Instructor 12-1: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-1: Solve & Share Solution Intended Role: Instructor 12-1: Solve & Share Solution Intended Role: Instructor 12-1: Printable Additional Practice Intended Role: Instructor 12-1: Additional Practice: Editable Worksheet Intended Role: Instructor 12-1: Quick Check: Answer Key Intended Role: Instructor 12-1: Printable Quick Check Intended Role: Instructor 12-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-1: Enrichment: Answer Key Intended Role: Instructor 12-1: Enrichment: Editable Worksheet Intended Role: Instructor 12-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-2 Intended Role: Instructor 12-2: Listen & Look For Intended Role: Instructor 12-2: Daily Review: Editable Worksheet Intended Role: Instructor 12-2: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-2: Solve & Share Solution Intended Role: Instructor 12-2: Solve & Share Solution Intended Role: Instructor 12-2: Printable Additional Practice Intended Role: Instructor 12-2: Additional Practice: Editable Worksheet Intended Role: Instructor 12-2: Quick Check: Answer Key Intended Role: Instructor 12-2: Printable Quick Check Intended Role: Instructor 12-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-2: Enrichment: Answer Key Intended Role: Instructor 12-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor 12-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-3 Intended Role: Instructor 12-3: Listen & Look For Intended Role: Instructor 12-3: Daily Review: Editable Worksheet Intended Role: Instructor 12-3: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-3: Solve & Share Solution Intended Role: Instructor 12-3: Solve & Share Solution Intended Role: Instructor 12-3: Printable Additional Practice Intended Role: Instructor 12-3: Additional Practice: Editable Worksheet Intended Role: Instructor 12-3: Quick Check: Answer Key Intended Role: Instructor 12-3: Printable Quick Check Intended Role: Instructor 12-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-3: Enrichment: Answer Key Intended Role: Instructor 12-3: Enrichment: Editable Worksheet Intended Role: Instructor 12-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-4 Intended Role: Instructor 12-4: Daily Review: Editable Worksheet Intended Role: Instructor 12-4: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-4: Solve & Share Solution Intended Role: Instructor 12-4: Solve & Share Solution Intended Role: Instructor 12-4: Printable Additional Practice Intended Role: Instructor 12-4: Additional Practice: Editable Worksheet Intended Role: Instructor 12-4: Quick Check: Answer Key Intended Role: Instructor 12-4: Printable Quick Check Intended Role: Instructor 12-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-4: Enrichment: Answer Key Intended Role: Instructor 12-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor 12-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-4: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 12 Performance Task: Answer Key Intended Role: Instructor Topic 12 Performance Task: Editable Assessment Intended Role: Instructor Topic 12 Assessment: Answer Key Intended Role: Instructor Topic 12 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 12 Online Assessment: Answer Key Intended Role: Instructor Tema 12: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 12: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–12: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–12: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–12: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topic 13: Home-School Connection Intended Role: Instructor Topic 13: Interactive Math Story Intended Role: Instructor Topic 13: Interactive Math Story Master Intended Role: Instructor Topic 13: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 13: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 13: Listen & Look For Transcripts Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 13 Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-1 Intended Role: Instructor 13-1: Listen & Look For Intended Role: Instructor 13-1: Daily Review: Editable Worksheet Intended Role: Instructor 13-1: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-1: Solve & Share Solution Intended Role: Instructor 13-1: Solve & Share Solution Intended Role: Instructor 13-1: Printable Additional Practice Intended Role: Instructor 13-1: Additional Practice: Editable Worksheet Intended Role: Instructor 13-1: Quick Check: Answer Key 13-1: Quick Check: Answer Key13-1: Quick Check: Answer Key Intended Role: Instructor 13-1: Printable Quick Check 13-1: Printable Quick Check13-1: Printable Quick Check Intended Role: Instructor 13-1: Reteach to Build Understanding: Answer Key 13-1: Reteach to Build Understanding: Answer Key13-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-1: Enrichment: Answer Key 13-1: Enrichment: Answer Key13-1: Enrichment: Answer Key Intended Role: Instructor 13-1: Enrichment: Editable Worksheet Intended Role: Instructor 13-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-2 Intended Role: Instructor 13-2: Listen & Look For Intended Role: Instructor 13-2: Daily Review: Editable Worksheet Intended Role: Instructor 13-2: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-2: Solve & Share Solution Intended Role: Instructor 13-2: Solve & Share Solution Intended Role: Instructor 13-2: Printable Additional Practice Intended Role: Instructor 13-2: Additional Practice: Editable Worksheet Intended Role: Instructor 13-2: Printable Quick Check Intended Role: Instructor 13-2: Quick Check: Answer Key Intended Role: Instructor 13-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-2: Enrichment: Answer Key Intended Role: Instructor 13-2: Enrichment: Editable Worksheet Intended Role: Instructor 13-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-3 Intended Role: Instructor 13-3: Listen & Look For Intended Role: Instructor 13-3: Daily Review: Editable Worksheet Intended Role: Instructor 13-3: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-3: Solve & Share Solution Intended Role: Instructor 13-3: Solve & Share Solution Intended Role: Instructor 13-3: Printable Additional Practice Intended Role: Instructor 13-3: Additional Practice: Editable Worksheet Intended Role: Instructor 13-3: Quick Check: Answer Key Intended Role: Instructor 13-3: Printable Quick Check Intended Role: Instructor 13-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-3: Enrichment: Answer Key Intended Role: Instructor 13-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor 13-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-4 Intended Role: Instructor 13-4: Listen & Look For Intended Role: Instructor 13-4: Daily Review: Editable Worksheet Intended Role: Instructor 13-4: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-4: Solve & Share Solution Intended Role: Instructor 13-4: Solve & Share Solution Intended Role: Instructor 13-4: Printable Additional Practice Intended Role: Instructor 13-4: Additional Practice: Editable Worksheet Intended Role: Instructor 13-4: Quick Check: Answer Key Intended Role: Instructor 13-4: Printable Quick Check Intended Role: Instructor 13-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-4: Enrichment: Answer Key Intended Role: Instructor 13-4: Enrichment: Editable Worksheet Intended Role: Instructor 13-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-5 Intended Role: Instructor 13-5: Listen & Look For Intended Role: Instructor 13-5: Daily Review: Editable Worksheet Intended Role: Instructor 13-5: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-5: Solve & Share Solution Intended Role: Instructor 13-5: Solve & Share Solution Intended Role: Instructor 13-5: Printable Additional Practice Intended Role: Instructor 13-5: Additional Practice: Editable Worksheet Intended Role: Instructor 13-5: Quick Check: Answer Key Intended Role: Instructor 13-5: Printable Quick Check Intended Role: Instructor 13-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-5: Enrichment: Answer Key Intended Role: Instructor 13-5: Enrichment: Editable Worksheet Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor 13-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-6 Intended Role: Instructor 13-6: Listen & Look For Intended Role: Instructor 13-6: Daily Review: Editable Worksheet Intended Role: Instructor 13-6: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-6: Solve & Share Solution Intended Role: Instructor 13-6: Solve & Share Solution Intended Role: Instructor 13-6: Printable Additional Practice Intended Role: Instructor 13-6: Additional Practice: Editable Worksheet Intended Role: Instructor 13-6: Quick Check: Answer Key Intended Role: Instructor 13-6: Printable Quick Check Intended Role: Instructor 13-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-6: Enrichment: Answer Key Intended Role: Instructor 13-6: Enrichment: Editable Worksheet Intended Role: Instructor 13-6: Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-6: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 13: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 13: 3-Act Math Intended Role: Instructor Topic 13 Performance Task: Answer Key Intended Role: Instructor Topic 13 Performance Task: Editable Assessment Intended Role: Instructor Topic 13 Assessment: Answer Key Intended Role: Instructor Topic 13 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 13 Online Assessment: Answer Key Intended Role: Instructor Tema 13: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 13: Evaluación: Clave de respuestas Intended Role: Instructor Topic 14: Home-School Connection Intended Role: Instructor Topic 14: Interactive Math Story Intended Role: Instructor Topic 14: Interactive Math Story Master Intended Role: Instructor Topic 14: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 14: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 14: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 14: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 14 Intended Role: Instructor Topic 14: Professional Development Video Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-1 Intended Role: Instructor 14-1: Daily Review: Editable Worksheet Intended Role: Instructor 14-1: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-1: Solve & Share Solution Intended Role: Instructor 14-1: Solve & Share Solution Intended Role: Instructor 14-1: Printable Additional Practice Intended Role: Instructor 14-1: Additional Practice: Editable Worksheet Intended Role: Instructor 14-1: Quick Check: Answer Key Intended Role: Instructor 14-1: Printable Quick Check Intended Role: Instructor 14-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-1: Enrichment: Answer Key Intended Role: Instructor 14-1: Enrichment: Editable Worksheet Intended Role: Instructor 14-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-2 Intended Role: Instructor 14-2: Daily Review: Editable Worksheet Intended Role: Instructor 14-2: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-2: Solve & Share Solution Intended Role: Instructor 14-2: Solve & Share Solution Intended Role: Instructor 14-2: Printable Additional Practice Intended Role: Instructor 14-2: Additional Practice: Editable Worksheet Intended Role: Instructor 14-2: Quick Check: Answer Key Intended Role: Instructor 14-2: Printable Quick Check Intended Role: Instructor 14-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-2: Enrichment: Answer Key Intended Role: Instructor 14-2: Enrichment: Editable Worksheet Intended Role: Instructor 14-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-3 Intended Role: Instructor 14-3: Listen & Look For Intended Role: Instructor 14-3: Daily Review: Editable Worksheet Intended Role: Instructor 14-3: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-3: Solve & Share Solution Intended Role: Instructor 14-3: Solve & Share Solution Intended Role: Instructor 14-3: Printable Additional Practice Intended Role: Instructor 14-3: Additional Practice: Editable Worksheet Intended Role: Instructor 14-3: Quick Check: Answer Key Intended Role: Instructor 14-3: Printable Quick Check Intended Role: Instructor 14-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-3: Enrichment: Answer Key Intended Role: Instructor 14-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor 14-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-4 Intended Role: Instructor 14-4: Daily Review: Editable Worksheet Intended Role: Instructor 14-4: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-4: Solve & Share Solution Intended Role: Instructor 14-4: Solve & Share Solution Intended Role: Instructor 14-4: Printable Additional Practice Intended Role: Instructor 14-4: Additional Practice: Editable Worksheet Intended Role: Instructor 14-4: Quick Check: Answer Key Intended Role: Instructor 14-4: Printable Quick Check Intended Role: Instructor 14-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-4: Enrichment: Answer Key Intended Role: Instructor 14-4: Enrichment: Editable Worksheet Intended Role: Instructor 14-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-5 Intended Role: Instructor 14-5: Daily Review: Editable Worksheet Intended Role: Instructor 14-5: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-5: Solve & Share Solution Intended Role: Instructor 14-5: Solve & Share Solution Intended Role: Instructor 14-5: Printable Additional Practice Intended Role: Instructor 14-5: Additional Practice: Editable Worksheet Intended Role: Instructor 14-5: Quick Check: Answer Key Intended Role: Instructor 14-5: Printable Quick Check Intended Role: Instructor 14-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-5: Enrichment: Answer Key Intended Role: Instructor 14-5: Enrichment: Editable Worksheet Intended Role: Instructor 14-5: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-6 Intended Role: Instructor 14-6: Daily Review: Editable Worksheet Intended Role: Instructor 14-6: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-6: Solve & Share Solution Intended Role: Instructor 14-6: Solve & Share Solution Intended Role: Instructor 14-6: Printable Additional Practice Intended Role: Instructor 14-6: Additional Practice: Editable Worksheet Intended Role: Instructor 14-6: Quick Check: Answer Key Intended Role: Instructor 14-6: Printable Quick Check Intended Role: Instructor 14-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-6: Enrichment: Answer Key Intended Role: Instructor 14-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor 14-9: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-7 Intended Role: Instructor 14-7: Listen & Look For Intended Role: Instructor 14-7: Daily Review: Editable Worksheet Intended Role: Instructor 14-7: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-7: Solve & Share Solution Intended Role: Instructor 14-7: Solve & Share Solution Intended Role: Instructor 14-7: Printable Additional Practice Intended Role: Instructor 14-7: Additional Practice: Editable Worksheet Intended Role: Instructor 14-7: Quick Check: Answer Key Intended Role: Instructor 14-7: Printable Quick Check Intended Role: Instructor 14-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-7: Enrichment: Answer Key Intended Role: Instructor 14-7: Enrichment: Editable Worksheet Intended Role: Instructor 14-7: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-8 Intended Role: Instructor 14-8: Daily Review: Editable Worksheet Intended Role: Instructor 14-8: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-8: Solve & Share Solution Intended Role: Instructor 14-8: Solve & Share Solution Intended Role: Instructor 14-8: Printable Additional Practice Intended Role: Instructor 14-8: Additional Practice: Editable Worksheet Intended Role: Instructor 14-8: Quick Check: Answer Key Intended Role: Instructor 14-8: Printable Quick Check Intended Role: Instructor 14-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-8: Enrichment: Answer Key Intended Role: Instructor 14-8: Enrichment: Editable Worksheet Intended Role: Instructor 14-8: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-9 Intended Role: Instructor 14-9: Listen & Look For Intended Role: Instructor 14-9: Daily Review: Editable Worksheet Intended Role: Instructor 14-9: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-9: Solve & Share Solution Intended Role: Instructor 14-9: Solve & Share Solution Intended Role: Instructor 14-9: Printable Additional Practice Intended Role: Instructor 14-9: Additional Practice: Editable Worksheet Intended Role: Instructor 14-9: Quick Check: Answer Key Intended Role: Instructor 14-9: Printable Quick Check Intended Role: Instructor 14-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-9: Enrichment: Answer Key Intended Role: Instructor 14-9: Enrichment: Editable Worksheet Intended Role: Instructor 14-9: Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-9: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 14 Performance Task: Answer Key Intended Role: Instructor Topic 14 Performance Task: Editable Assessment Intended Role: Instructor Topic 14 Assessment: Answer Key Intended Role: Instructor Topic 14 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 14 Online Assessment: Answer Key Intended Role: Instructor Tema 14: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 14: Evaluación: Clave de respuestas Intended Role: Instructor Topic 15: Home-School Connection Intended Role: Instructor Topic 15: Interactive Math Story Intended Role: Instructor Topic 15: Interactive Math Story Master Intended Role: Instructor Topic 15: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 15: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor Grade 1 Topic 15: Listen & Look For Transcripts Intended Role: Instructor Grade 1 Topic 15: Professional Development Video Transcript Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 15 Intended Role: Instructor Topic 15: Professional Development Video Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-1 Intended Role: Instructor 15-1: Daily Review: Editable Worksheet Intended Role: Instructor 15-1: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-1: Solve & Share Solution Intended Role: Instructor 15-1: Solve & Share Solution Intended Role: Instructor 15-1: Printable Additional Practice Intended Role: Instructor 15-1: Additional Practice: Editable Worksheet Intended Role: Instructor 15-1: Quick Check: Answer Key Intended Role: Instructor 15-1: Printable Quick Check Intended Role: Instructor 15-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-1: Enrichment: Answer Key Intended Role: Instructor 15-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor 15-1: Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-2 Intended Role: Instructor 15-2: Listen & Look For Intended Role: Instructor 15-2: Daily Review: Editable Worksheet Intended Role: Instructor 15-2: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-2: Solve & Share Solution Intended Role: Instructor 15-2: Solve & Share Solution Intended Role: Instructor 15-2: Printable Additional Practice Intended Role: Instructor 15-2: Additional Practice: Editable Worksheet Intended Role: Instructor 15-2: Quick Check: Answer Key Intended Role: Instructor 15-2: Printable Quick Check Intended Role: Instructor 15-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-2: Enrichment: Answer Key Intended Role: Instructor 15-2: Enrichment: Editable Worksheet Intended Role: Instructor 15-2: Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-3 Intended Role: Instructor 15-3: Listen & Look For Intended Role: Instructor 15-3: Daily Review: Editable Worksheet Intended Role: Instructor 15-3: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-3: Solve & Share Solution Intended Role: Instructor 15-3: Solve & Share Solution Intended Role: Instructor 15-3: Printable Additional Practice Intended Role: Instructor 15-3: Additional Practice: Editable Worksheet Intended Role: Instructor 15-3: Quick Check: Answer Key Intended Role: Instructor 15-3: Printable Quick Check Intended Role: Instructor 15-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-3: Enrichment: Answer Key Intended Role: Instructor 15-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor 15-3: Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-3: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 15: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 15: 3-Act Math Intended Role: Instructor 15-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-4 Intended Role: Instructor 15-4: Listen & Look For Intended Role: Instructor 15-4: Daily Review: Editable Worksheet Intended Role: Instructor 15-4: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-4: Solve & Share Solution Intended Role: Instructor 15-4: Solve & Share Solution Intended Role: Instructor 15-4: Printable Additional Practice Intended Role: Instructor 15-4: Additional Practice: Editable Worksheet Intended Role: Instructor 15-4: Quick Check: Answer Key Intended Role: Instructor 15-4: Printable Quick Check Intended Role: Instructor 15-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-4: Enrichment: Answer Key Intended Role: Instructor 15-4: Enrichment: Editable Worksheet Intended Role: Instructor 15-4: Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-4: Práctica adicional: Clave de respuestas Intended Role: Instructor Topic 15 Performance Task: Answer Key Intended Role: Instructor Topic 15 Performance Task: Editable Assessment Intended Role: Instructor Topic 15 Assessment: Answer Key Intended Role: Instructor Topic 15 Topic Assessments: Editable Assessment Intended Role: Instructor Grade 1 Online Florida Standards Assessment Practice Test Answer Key Intended Role: Instructor Tema 15: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 15: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–15: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–15: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–15: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form A: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form A: Editable Assessment Intended Role: Instructor Grade 1 Online Progress Monitoring: Form A: Answer Key Intended Role: Instructor Grade 1 Printable Online Progress Monitoring: Form A Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form B: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form B: Editable Assessment Intended Role: Instructor Grade 1 Online Progress Monitoring: Form B: Answer Key Intended Role: Instructor Grade 1 Printable Online Progress Monitoring: Form B Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form C: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form C: Editable Assessment Intended Role: Instructor Grade 1 Online Progress Monitoring: Form C: Answer Key Intended Role: Instructor Grade 1 Printable Online Progress Monitoring: Form C Intended Role: Instructor Grade 1 Florida Standards Assessment Practice Test: Answer Key Intended Role: Instructor Grade 1 Online Florida Standards Assessment Practice Test Answer Key Intended Role: Instructor Grade 1: Florida Standards Assessment Practice Workbook: Teacher's Guide Intended Role: Instructor Grade 1 Florida Standards Assessment Practice Test: Answer Key Intended Role: Instructor Grade 1 Online Florida Standards Assessment Practice Test Answer Key Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-1 Intended Role: Instructor 16-1: Solve & Share Solution Intended Role: Instructor 16-1: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-2 Teacher's Edition Grade 1 Lesson 16-2Teacher's Edition Grade 1 Lesson 16-2 Intended Role: Instructor 16-2: Solve & Share Solution Intended Role: Instructor 16-2: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-3 Intended Role: Instructor 16-3: Solve & Share Solution Intended Role: Instructor 16-3: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-4 Intended Role: Instructor 16-4: Solve & Share Solution Intended Role: Instructor 16-4: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-5 Intended Role: Instructor 16-5: Solve & Share Solution Intended Role: Instructor 16-5: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-6 Intended Role: Instructor 16-6: Solve & Share Solution Intended Role: Instructor 16-6: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-7 Intended Role: Instructor 16-7: Solve & Share Solution Intended Role: Instructor 16-7: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-8 Intended Role: Instructor 16-8: Solve & Share Solution Intended Role: Instructor 16-8: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-9 Intended Role: Instructor 16-9: Solve & Share Solution Intended Role: Instructor 16-9: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-10 Intended Role: Instructor 16-10: Solve & Share Solution Intended Role: Instructor 16-10: Solve & Share Solution Intended Role: Instructor Booklet A: Numbers, Place Value, Money, and Patterns in Grades K-3 Intended Role: Instructor Booklet B: Basic Facts in Grades K-3 Intended Role: Instructor Booklet C: Computation with Whole numbers in Grades K-3 Intended Role: Instructor Booklet D: Measurement, Geometry, Data, and Probability in Grades K-3 Intended Role: Instructor Booklet E: Problem Solving in Grades K-3 Intended Role: Instructor Teacher's Guide, Grades K-3 Intended Role: Instructor Diagnostic Tests and Answer Keys, Grades K-3 Intended Role: Instructor Booklet F: Numeration, Patterns, and Relationships in Grades 4-6 Intended Role: Instructor Booklet G: Operations with Whole Numbers in Grades 4-6 Intended Role: Instructor Booklet H: Fractions, Decimals, and Percents in Grades 4-6 Intended Role: Instructor Booklet I: Measurement, Geometry, Data, and Probability in Grades 4-6 Intended Role: Instructor Booklet J: Problem Solving in Grades 4-6 Intended Role: Instructor Teacher's Guide, Grades 4-6 Intended Role: Instructor Diagnostic Tests and Answer Keys, Grades 4-6 Intended Role: Instructor Librito A: Números, valor de posición, dinero y patrones en Grados K–3 Intended Role: Instructor A1: Cero a cinco Intended Role: Instructor A2: Más y menos Intended Role: Instructor A3: Seis a diez Intended Role: Instructor A4: Números ordinales hasta el décimo Intended Role: Instructor A5: Patrones espaciales para números hasta 10 Intended Role: Instructor A6: Comparar números Intended Role: Instructor A7: Comparar números hasta 10 Intended Role: Instructor A8: Números hasta 12 Intended Role: Instructor A9: Ordenar números hasta 12 con una recta numérica Intended Role: Instructor A10: 11 a 19 Intended Role: Instructor A11: Números en palabras hasta 20 Intended Role: Instructor A12: Números hasta 30 Intended Role: Instructor A13: Contar hasta 100 Intended Role: Instructor A14: Contar hacia atrás desde 20 Intended Role: Instructor A15: Contar hacia atrás desde 100 Intended Role: Instructor A16: Contar de 10 en 10 hasta 100 Intended Role: Instructor A17: Usar números del 11 al 20 Intended Role: Instructor A18: Formar números del 11 al 20 Intended Role: Instructor A19: Contar desde cualquier número Intended Role: Instructor A20: Contar salteado Intended Role: Instructor A21: Pares e impares Intended Role: Instructor A22: Antes, después y entre Intended Role: Instructor A23: Contar con decenas y unidades Intended Role: Instructor A24: Decenas Intended Role: Instructor A25: Decenas y unidades Intended Role: Instructor A26: Patrones numéricos hasta 100 Intended Role: Instructor A27: 1 más o 1 menos, 10 más o menos Intended Role: Instructor A28: Usar < , > e = para comparar números Intended Role: Instructor A29: Ordenar tres números Intended Role: Instructor A30: Números en palabras Intended Role: Instructor A31: Números hasta 100 en la recta numérica Intended Role: Instructor A32: Contar por centenas Intended Role: Instructor A33: Formar números hasta 999 Intended Role: Instructor A34: Leer y escribir números hasta 999 Intended Role: Instructor A35: Patrones con números en tablas de 100 Intended Role: Instructor A36: Comparar números hasta 999 Intended Role: Instructor A37: Antes, después y entre Intended Role: Instructor A38: Ordenar números hasta 999 Intended Role: Instructor A39: Números hasta 999 en la recta numérica Intended Role: Instructor A40: Contar salteado en la recta numérica Intended Role: Instructor A41: Maneras de representar los números Intended Role: Instructor A42: Patrones de valor de posición Intended Role: Instructor A43: Leer y escribir números de 4 dígitos Intended Role: Instructor A44: Comparar y ordenar números Intended Role: Instructor A45: Redondear a la decena y a la centena más cercanas Intended Role: Instructor A46: Números de la mitad y el redondeo Intended Role: Instructor A47: Partes iguales Intended Role: Instructor A48: Comprender fracciones hasta cuartos Intended Role: Instructor A49: Mitades Intended Role: Instructor A50: Fracciones de un conjunto Intended Role: Instructor A51: Estimar cantidades fraccionarias Intended Role: Instructor A52: Partes iguales de un entero Intended Role: Instructor A53: Partes de una región Intended Role: Instructor A54: Partes de un conjunto Intended Role: Instructor A55: Fracciones en una recta numérica Intended Role: Instructor A56: Fracciones y longitud Intended Role: Instructor A57: Usar modelos para comparar fracciones Intended Role: Instructor A58: Comparar fracciones en una recta numérica Intended Role: Instructor A59: Usar modelos para comparar fracciones equivalentes Intended Role: Instructor A60: Comparar fracciones Intended Role: Instructor A61: Dinero Intended Role: Instructor A62: Monedas de 1¢ y de 5¢ Intended Role: Instructor A63: Monedas de 10¢ Intended Role: Instructor A64: Contar monedas de 1¢, 5¢ y 10¢ Intended Role: Instructor A65: Monedas de 25¢ Intended Role: Instructor A66: Monedas de 50¢ Intended Role: Instructor A67: Contar grupos de monedas Intended Role: Instructor A68: Maneras de mostrar la misma cantidad Intended Role: Instructor A69: Dólares Intended Role: Instructor A70: Contar dinero Intended Role: Instructor A71: Hallar una regla Intended Role: Instructor A72: Tablas de entradas y salidas Intended Role: Instructor A73: Patrones de progresión geométrica Intended Role: Instructor A74: Valor de posición hasta los millares Intended Role: Instructor A75: Redondear números hasta los millares Intended Role: Instructor A76: Comparar y ordenar números hasta los millares Intended Role: Instructor A77: Redondear números hasta los millones Intended Role: Instructor A78: Igualdad y desigualdad Intended Role: Instructor A79: Usar la propiedad distributiva Intended Role: Instructor A80: Trabajar con fracciones unitarias Intended Role: Instructor A81: Fracciones equivalentes Intended Role: Instructor A82: Fracciones y división Intended Role: Instructor A83: Fracciones equivalentes y la recta numérica Intended Role: Instructor A84: Contar monedas y billetes Intended Role: Instructor A85: Maneras de formar Intended Role: Instructor A86: Grupos iguales Intended Role: Instructor A87: Maneras de formar 10 Intended Role: Instructor A88: Formar números con 10 Intended Role: Instructor A89: Contar en una recta numérica vacía Intended Role: Instructor A90: Matrices y suma repetida Intended Role: Instructor A91: Trabajar con billetes de dólar Intended Role: Instructor A92: Entender el todo Intended Role: Instructor A93: Comparar fracciones en una recta numérica Intended Role: Instructor A94: Números enteros y fracciones Intended Role: Instructor Librito B: Operaciones básicas en Grados K–3 Intended Role: Instructor B1: La suma Intended Role: Instructor B2: Resta Intended Role: Instructor B3: Hallar las sumas Intended Role: Instructor B4: Cuentos sobre unir Intended Role: Instructor B5: Cuentos sobre unir Intended Role: Instructor B6: Hallar las diferencias Intended Role: Instructor B7: Cuentos sobre comparar Intended Role: Instructor B8: Cuentos sobre separar Intended Role: Instructor B9: Formar 6 y 7 Intended Role: Instructor B10: Formar 8 y 9 Intended Role: Instructor B11: Partes de diez Intended Role: Instructor B12: Sumar horizontal y verticalmente Intended Role: Instructor B13: Sumar en cualquier orden Intended Role: Instructor B14: Partes que faltan Intended Role: Instructor B15: Hallar la parte que falta Intended Role: Instructor B16: Relacionar la suma y la resta Intended Role: Instructor B17: Formar 10 en un marco de 10 Intended Role: Instructor B18: Partes que faltan de 10 Intended Role: Instructor B19: Sumar con 0, 1, 2 Intended Role: Instructor B20: Sumar dobles Intended Role: Instructor B21: Usar dobles para sumar Intended Role: Instructor B22: Operaciones con 5 en un marco de 10 Intended Role: Instructor B23: Restar con 0, 1 y 2 Intended Role: Instructor B24: Usar dobles para restar Intended Role: Instructor B25: Pensar en sumas hasta 12 para restar Intended Role: Instructor B26: Dobles hasta 18 Intended Role: Instructor B27: Usar dobles para sumar Intended Role: Instructor B28: Sumar 10 Intended Role: Instructor B29: Formar 10 para sumar 9 Intended Role: Instructor B30: Formar 10 para sumar 8 Intended Role: Instructor B31: Sumar tres números Intended Role: Instructor B32: Cuentos sobre separar Intended Role: Instructor B33: Cuentos sobre comparar Intended Role: Instructor B34: Relacionar la suma y la resta hasta 18 Intended Role: Instructor B35: Familias de operaciones Intended Role: Instructor B36: Pensar en sumas para restar dobles Intended Role: Instructor B37: Usar sumas hasta 18 para restar Intended Role: Instructor B38: Operaciones de resta con 10 Intended Role: Instructor B39: Usar estrategias para restar Intended Role: Instructor B40: Usar = y ? Intended Role: Instructor B41: Propiedades de la suma Intended Role: Instructor B42: Relacionar la suma y la resta Intended Role: Instructor B43: La multiplicación como suma repetida Intended Role: Instructor B44: Matrices y multiplicación Intended Role: Instructor B45: Escribir cuentos sobre multiplicación Intended Role: Instructor B46: Multiplicar por 2 y por 5 Intended Role: Instructor B47: Multiplicar por 9 Intended Role: Instructor B48: Multiplicar por 1 ó 10 Intended Role: Instructor B49: Multiplicar por 10 Intended Role: Instructor B50: Multiplicar por 3 Intended Role: Instructor B51: Multiplicar por 4 Intended Role: Instructor B52: Multiplicar por 6 ó 7 Intended Role: Instructor B53: Multiplicar por 8 Intended Role: Instructor B54: Multiplicar tres números Intended Role: Instructor B55: Significados de la división Intended Role: Instructor B56: Escribir cuentos sobre división Intended Role: Instructor B57: Relacionar multiplicación y división Intended Role: Instructor B58: Dividir por números de 2 a 5 Intended Role: Instructor B59: Dividir por 6 y por 7 Intended Role: Instructor B60: Dividir por 8 y por 9 Intended Role: Instructor B61: 0 y 1 en la división Intended Role: Instructor B62: Usar multiplicaciones para comparar Intended Role: Instructor B63: Multiplicación y matrices Intended Role: Instructor B64: Descomponer números para multiplicar Intended Role: Instructor B65: Multiplicar números de dos dígitos Intended Role: Instructor B66: Cálculo mental: Patrones de multiplicación Intended Role: Instructor B67: Cálculo mental: Patrones de división Intended Role: Instructor B68: Estimar productos Intended Role: Instructor B69: Divisibilidad por 2, 3, 5, 9 y 10 Intended Role: Instructor B70: Divisibilidad Intended Role: Instructor B71: Cálculo mental: Multiplicar por múltiplos de 10 Intended Role: Instructor B72: Cálculo mental: Usar las propiedades Intended Role: Instructor B73: Usar el cálculo mental para multiplicar Intended Role: Instructor B74: Sumar y restar en la recta numérica Intended Role: Instructor B75: Contar salteado en la recta numérica Intended Role: Instructor B76: Formar 10 para restar Intended Role: Instructor B77: Más sobre formar 10 para restar Intended Role: Instructor B78: Usar patrones para desarrollar fluidez en la suma Intended Role: Instructor B79: Contar para sumar en una recta numérica Intended Role: Instructor B80: Contar para restar en una recta numérica Intended Role: Instructor B81: Patrones en las tablas de multiplicar Intended Role: Instructor Librito C: Calcular con números enteros en Grados K–3 Intended Role: Instructor C1: Sumar decenas Intended Role: Instructor C2: Sumar en una tabla de 100 Intended Role: Instructor C3: Sumar decenas a un número de dos dígitos Intended Role: Instructor C4: Sumar números de dos dígitos Intended Role: Instructor C5: Estimación de sumas Intended Role: Instructor C6: Reagrupar en la suma Intended Role: Instructor C7: Decidir cuándo reagrupar en la suma Intended Role: Instructor C8: Sumar números de dos dígitos y números de un dígito Intended Role: Instructor C9: Sumar con reagrupación Intended Role: Instructor C10: Sumar números de dos dígitos Intended Role: Instructor C11: Sumar tres números Intended Role: Instructor C12: Restar decenas Intended Role: Instructor C13: Hallar partes de 100 Intended Role: Instructor C14: Restar en una tabla de 100 Intended Role: Instructor C15: Restar decenas a un número de dos dígitos Intended Role: Instructor C16: Restar números de dos dígitos Intended Role: Instructor C17: Estimación de diferencias Intended Role: Instructor C18: Restar números de dos dígitos y números de un dígito Intended Role: Instructor C19: Decidir cuándo reagrupar en la resta Intended Role: Instructor C20: Restar con reagrupación Intended Role: Instructor C21: Resta de dos dígitos Intended Role: Instructor C22: Usar la suma para comprobar la resta Intended Role: Instructor C23: Sumar en una tabla de 100 Intended Role: Instructor C24: Restar en una tabla de 100 Intended Role: Instructor C25: Usar el cálculo mental para sumar Intended Role: Instructor C26: Usar el cálculo mental para restar Intended Role: Instructor C27: Sumar números de dos dígitos Intended Role: Instructor C28: Restar números de dos dígitos Intended Role: Instructor C29: Estimación de sumas Intended Role: Instructor C30: Estimación de diferencias Intended Role: Instructor C31: Estrategias para el cálculo mental Intended Role: Instructor C32: Sumar números de tres dígitos Intended Role: Instructor C33: Restar números de tres dígitos Intended Role: Instructor C34: Sumar tres números Intended Role: Instructor C35 Restar a números con ceros Intended Role: Instructor C36: Sumar con decenas en una recta numérica vacía Intended Role: Instructor C37: Sumar números de dos dígitos en una recta numérica vacía Intended Role: Instructor C38: Restar decenas en una recta numérica vacía Intended Role: Instructor C39: Restar números de dos dígitos en una recta numérica vacía Intended Role: Instructor C40: Usar la compensación para sumar Intended Role: Instructor C41: Descomponer números para restar Intended Role: Instructor C42: Sumas parciales Intended Role: Instructor C43: Formar decenas para sumar números de 2 dígitos Intended Role: Instructor C44: Contar hacia adelante para restar en una recta numérica vacía Intended Role: Instructor C45: Sumar decenas y centenas a los números Intended Role: Instructor C46: Restar decenas y centenas de los números Intended Role: Instructor C47: Usar una recta numérica vacía para multiplicar Intended Role: Instructor Librito D: Medición, geomet., análisis de datos y prob. en Grados K–3 Intended Role: Instructor D1: La hora en punto Intended Role: Instructor D2: La media hora Intended Role: Instructor D3: La hora cada cinco minutos Intended Role: Instructor D4: La hora antes y después de la hora en punto Intended Role: Instructor D5: El cuarto de hora Intended Role: Instructor D6: Decir la hora Intended Role: Instructor D7: Unidades de tiempo Intended Role: Instructor D8: Tiempo transcurrido Intended Role: Instructor D9: Comparar y ordenar según la longitud Intended Role: Instructor D10: Comparar y ordenar según la capacidad Intended Role: Instructor D11: Comparar y ordenar según el peso Intended Role: Instructor D12: Unidades para medir tamaño Intended Role: Instructor D13: Pulgadas y pies Intended Role: Instructor D14: Centímetros Intended Role: Instructor D15: Pulgadas, pies y yardas Intended Role: Instructor D16: Pulgadas Intended Role: Instructor D17: Centímetros y metros Intended Role: Instructor D18: Perímetro Intended Role: Instructor D19: Explorar el área Intended Role: Instructor D20: Hallar el área en una cuadrícula Intended Role: Instructor D21: Área de rectángulos y cuadrados Intended Role: Instructor D22: Área de figuras irregulares Intended Role: Instructor D23: Rectángulos con el mismo perímetro o área Intended Role: Instructor D24: Usar unidades usuales de capacidad Intended Role: Instructor D25: Usar unidades métricas de capacidad Intended Role: Instructor D26: Usar unidades métricas de masa Intended Role: Instructor D27: Usar unidades usuales de peso Intended Role: Instructor D28: Posición y ubicación Intended Role: Instructor D29: Figuras Intended Role: Instructor D30: Propiedades de las figuras planas Intended Role: Instructor D31: Sólidos Intended Role: Instructor D32: Superficies planas de sólidos Intended Role: Instructor D33: Formar nuevas figuras a partir de figuras Intended Role: Instructor D34: Cortar figuras Intended Role: Instructor D35: Superficies planas y esquinas Intended Role: Instructor D36: Caras, vértices y aristas Intended Role: Instructor D37: Sólidos Intended Role: Instructor D38: Rectas y segmentos de recta Intended Role: Instructor D39: Ángulos agudos, obtusos y rectos Intended Role: Instructor D40: Polígonos Intended Role: Instructor D41: Clasificar triángulos usando lados y ángulos Intended Role: Instructor D42: Cuadriláteros Intended Role: Instructor D43: Ordenar los datos en una gráfica Intended Role: Instructor D44: Agrupar y clasificar Intended Role: Instructor D45: Leer pictografías Intended Role: Instructor D46: Interpretar gráficas Intended Role: Instructor D47: Leer gráficas de barras Intended Role: Instructor D48: Llevar la cuenta de resultados Intended Role: Instructor D49: Gráficas de objetos reales Intended Role: Instructor D50: Gráficas de datos y pictografías Intended Role: Instructor D51: Hacer gráficas de barras Intended Role: Instructor D52: Hacer una gráfica Intended Role: Instructor D53: Anotar datos de una encuesta Intended Role: Instructor D54: Hacer diagramas de puntos Intended Role: Instructor D55: Leer y hacer pictografías Intended Role: Instructor D56: Leer y hacer una gráfica de barras Intended Role: Instructor D57: Más sobre perímetro Intended Role: Instructor D58: Medir capacidad o peso Intended Role: Instructor D59: Resolver problemas con unidades de tiempo Intended Role: Instructor D60: Comparar por longitud Intended Role: Instructor D61: Comparar por capacidad Intended Role: Instructor D62: Comparar por peso Intended Role: Instructor D63: Medición indirecta Intended Role: Instructor D64: Componer con figuras tridimensionales Intended Role: Instructor D65: Sumar y restar con medidas Intended Role: Instructor D66: Hallar medidas desconocidas Intended Role: Instructor D67: Dividir rectángulos en cuadrados iguales Intended Role: Instructor D68: Partes iguales, formas diferentes Intended Role: Instructor D69: El área y la propiedad distributiva Intended Role: Instructor D70: Perímetro y longitudes de lado desconocidas Intended Role: Instructor Librito E: Resolución de problemas en Grados K–3 Intended Role: Instructor E1: Analizar la información dada Intended Role: Instructor E2: Problemas de dos pasos Intended Role: Instructor E3: Problemas de varios pasos Intended Role: Instructor E4: Usar datos de una tabla o un cuadro Intended Role: Instructor E5: Analizar la información dada Intended Role: Instructor E6: Problemas de dos pasos Intended Role: Instructor E7: Problemas de varios pasos Intended Role: Instructor E8: Buscar un patrón Intended Role: Instructor E9: Buscar un patrón Intended Role: Instructor E10: Hacer una tabla y buscar un patrón Intended Role: Instructor E11: Hacer un dibujo Intended Role: Instructor E12: Hacer una tabla Intended Role: Instructor E13: Usar herramientas Intended Role: Instructor E14: Representarlo Intended Role: Instructor E15: Hacer una lista organizada Intended Role: Instructor E16: Intentar, revisar y corregir Intended Role: Instructor E17: Razonar Intended Role: Instructor E18: Razonar Intended Role: Instructor E19: Hacer un dibujo y escribir una oración numérica Intended Role: Instructor E20: Hacer un dibujo y escribir una oración numérica Intended Role: Instructor E21: Hacer una tabla y buscar un patrón Intended Role: Instructor E22: Representarlo Intended Role: Instructor E23: Hacer una lista organizada Intended Role: Instructor E24: Intentar, revisar y corregir Intended Role: Instructor E25: Hacer un diagrama de tiras y escribir una oración numérica Intended Role: Instructor E26: Usar instrumentos o herramientas Intended Role: Instructor E27: Hacer un diagrama de tiras y escribir una oración numérica Intended Role: Instructor E28: Usar representaciones Intended Role: Instructor E29: Usar representaciones Intended Role: Instructor E30: Empezar por el final Intended Role: Instructor E31: Hacer generalizaciones y comprobarlas Intended Role: Instructor E32: Hacer generalizaciones y comprobarlas Intended Role: Instructor E33: Escribir para explicar Intended Role: Instructor E34: Escribir para explicar Intended Role: Instructor E35: Escribir cuentos de matemáticas Intended Role: Instructor E36: Escribir cuentos de matemáticas Intended Role: Instructor E37: Usar datos de una tabla o cuadro Intended Role: Instructor E38: Empezar por el final Intended Role: Instructor E39: Hacer un dibujo Intended Role: Instructor E40: Hacer una tabla Intended Role: Instructor E41: Analizar la información dada Intended Role: Instructor E42: Hacer un dibujo y escribir una oración numérica Intended Role: Instructor E43: Hacer un diagrama de tiras y escribir una ecuación Intended Role: Instructor E44: Usar representaciones Intended Role: Instructor E45: Resolver un problema más sencillo Intended Role: Instructor E46: Razonar Intended Role: Instructor E47: Analizar relaciones Intended Role: Instructor E48: Hacer conjeturas y comprobarlas Intended Role: Instructor E49: ¿Es razonable? Intended Role: Instructor E50: Representar la resta como separar Intended Role: Instructor E51: Resolver problemas verbales de dos pasos: Multiplicación y división Intended Role: Instructor Exámenes diagnósticos y Claves de respuesta, Grados K–3 Intended Role: Instructor Kindergarten: Examen diagnóstico: Forma A Intended Role: Instructor Kindergarten: Examen diagnóstico: Forma B Intended Role: Instructor Grado 1: Examen diagnóstico, Forma A Intended Role: Instructor Grado 1: Examen diagnóstico, Forma B Intended Role: Instructor Grado 2: Examen diagnóstico, Forma A Intended Role: Instructor Grado 2: Examen diagnóstico, Forma B Intended Role: Instructor Grado 3: Examen diagnóstico: Forma A Intended Role: Instructor Grado 3: Examen diagnóstico: Forma B Intended Role: Instructor Librito F: Numeración, patrones y relaciones en Grados 4–6 Intended Role: Instructor F1: Maneras de representar los números Intended Role: Instructor F2: Números hasta 999 en la recta numérica Intended Role: Instructor F3: Contar salteado en la recta numérica Intended Role: Instructor F4: Redondear a la decena y a la centena más cercana Intended Role: Instructor F5: Leer y escribir números de 4 dígitos Intended Role: Instructor F6: Números de la mitad y el redondeo Intended Role: Instructor F7: Comparar y ordenar números Intended Role: Instructor F8: Patrones de valor de posición Intended Role: Instructor F9: Valor de posición hasta los millares Intended Role: Instructor F10: Redondear números hasta los millares Intended Role: Instructor F11: Comparar y ordenar números hasta los millares Intended Role: Instructor F12: Valor de posición hasta los millones Intended Role: Instructor F13: Redondear números hasta los millones Intended Role: Instructor F14: Comparar y ordenar números hasta los millones Intended Role: Instructor F15: Valor de posición hasta los millares de millón Intended Role: Instructor F16: Valor de posición hasta los billones Intended Role: Instructor F17: Exponentes y valor de posición Intended Role: Instructor F18: Significado de los enteros Intended Role: Instructor F19: Comparar y ordenar enteros Intended Role: Instructor F20: Comparar y ordenar números racionales Intended Role: Instructor F21: Sumar enteros Intended Role: Instructor F22: Restar enteros Intended Role: Instructor F23: Multiplicar y dividir enteros Intended Role: Instructor F24: Patrones que se repiten Intended Role: Instructor F25: Patrones numéricos Intended Role: Instructor F26: Tablas de entradas y salidas Intended Role: Instructor F27: Patrones de progresión geométrica Intended Role: Instructor F28: Expresiones de suma y resta Intended Role: Instructor F29: Expresiones de multiplicación y de división Intended Role: Instructor F30: Hallar una regla Intended Role: Instructor F31: Patrones y ecuaciones Intended Role: Instructor F32: Graficar pares ordenados Intended Role: Instructor F33: Longitudes de segmentos de recta Intended Role: Instructor F34: Graficar ecuaciones Intended Role: Instructor F35: Graficar puntos en el plano de coordenadas Intended Role: Instructor F36: Graficar ecuaciones en el plano de coordenadas Intended Role: Instructor F37: Convertir palabras en expresiones Intended Role: Instructor F38: Igualdad y desigualdad Intended Role: Instructor F39: Propiedades de la multiplicación Intended Role: Instructor F40: Expresiones con paréntesis Intended Role: Instructor F41: Orden de las operaciones Intended Role: Instructor F42: Usar la propiedad distributiva Intended Role: Instructor F43: Propiedades de las operaciones Intended Role: Instructor F44: Variables y expresiones Intended Role: Instructor F45: Más variables y expresiones Intended Role: Instructor F46: Escribir expresiones Intended Role: Instructor F47: Fórmulas y ecuaciones Intended Role: Instructor F48: Propiedades de la igualdad Intended Role: Instructor F49: Resolver ecuaciones de suma y resta Intended Role: Instructor F50: Resolver ecuaciones de multiplicación y división Intended Role: Instructor F51: Resolver ecuaciones con números enteros Intended Role: Instructor F52: Resolver ecuaciones con números decimales Intended Role: Instructor F53: Escribir ecuaciones de suma y de resta Intended Role: Instructor F54: Escribir ecuaciones de multiplicación y división Intended Role: Instructor F55: Resolver ecuaciones con fracciones Intended Role: Instructor F56: Resolver ecuaciones con más de una operación Intended Role: Instructor F57: Cuadrados perfectos Intended Role: Instructor F58: Identificar las partes de las expresiones Intended Role: Instructor F59: Escribir expresiones equivalentes Intended Role: Instructor F60: Simplificar expresiones algebraicas Intended Role: Instructor F61: Escribir desigualdades Intended Role: Instructor F62: Resolver desigualdades Intended Role: Instructor F63: Variables dependientes e independientes Intended Role: Instructor F64: Valor absoluto Intended Role: Instructor Librito G: Operaciones con números enteros en Grados 4–6 Intended Role: Instructor G1: Propiedades de la suma Intended Role: Instructor G2: Relacionar la suma y la resta Intended Role: Instructor G3: Usar el cálculo mental para sumar Intended Role: Instructor G4: Usar el cálculo mental para restar Intended Role: Instructor G5: Estimación de sumas Intended Role: Instructor G6: Estimación de diferencias Intended Role: Instructor G7: Sumar números de dos dígitos Intended Role: Instructor G8: Restar números de dos dígitos Intended Role: Instructor G9: Estrategias para el cálculo mental Intended Role: Instructor G10: Sumar números de tres dígitos Intended Role: Instructor G11: Restar números de tres dígitos Intended Role: Instructor G12: Sumar y restar dinero Intended Role: Instructor G13: Estimar la suma y la diferencia de números más grandes Intended Role: Instructor G14: Sumar tres números Intended Role: Instructor G15: Restar números de cuatro dígitos Intended Role: Instructor G16: Restar a números con ceros Intended Role: Instructor G17: Sumar números de 4 dígitos Intended Role: Instructor G18: Sumar números más grandes Intended Role: Instructor G19: Restar números más grandes Intended Role: Instructor G20: La multiplicación como suma repetida Intended Role: Instructor G21: Matrices y multiplicación Intended Role: Instructor G22: Usar multiplicaciones para comparar Intended Role: Instructor G23: Escribir cuentos sobre multiplicación Intended Role: Instructor G24: Multiplicar por 2 y por 5 Intended Role: Instructor G25: Multiplicar por 9 Intended Role: Instructor G26: Multiplicar por 1 o 0 Intended Role: Instructor G27: Multiplicar por 3 Intended Role: Instructor G28: Multiplicar por 4 Intended Role: Instructor G29: Multiplicar por 6 o 7 Intended Role: Instructor G30: Multiplicar por 8 Intended Role: Instructor G31: Multiplicar por 10 Intended Role: Instructor G32: Multiplicar tres números Intended Role: Instructor G33: Significados de la división Intended Role: Instructor G34: Escribir cuentos sobre división Intended Role: Instructor G35: Relacionar la multiplicación y división Intended Role: Instructor G36: Dividir por los números 2 a 5 Intended Role: Instructor G37: Dividir por 6 y por 7 Intended Role: Instructor G38: Dividir por 8 y por 9 Intended Role: Instructor G39: 0 y 1 en la división Intended Role: Instructor G40 Cálculo mental: Patrones de multiplicación Intended Role: Instructor G41: Cálculo mental: Patrones de división Intended Role: Instructor G42: Estimar productos Intended Role: Instructor G43: Estimar cocientes Intended Role: Instructor G44: Multiplicación y matrices Intended Role: Instructor G45: Descomponer números para multiplicar Intended Role: Instructor G46: Multiplicar números de dos dígitos Intended Role: Instructor G47: Multiplicar números de tres dígitos Intended Role: Instructor G48: Multiplicar dinero Intended Role: Instructor G49: Multiplicar números de un dígito y de cuatro dígitos Intended Role: Instructor G50: Dividir usando objetos Intended Role: Instructor G51: Interpretar el residuo Intended Role: Instructor G52: Usar objetos para dividir Intended Role: Instructor G53: Dividir números de dos dígitos Intended Role: Instructor G54: Dividir números de tres dígitos Intended Role: Instructor G55: Ceros en el cociente Intended Role: Instructor G56: Dividir números más grandes Intended Role: Instructor G57: Descomponer números en factores Intended Role: Instructor G58: Divisibilidad por 2, 3, 5, 9 y 10 Intended Role: Instructor G59: Divisibilidad Intended Role: Instructor G60: Exponentes Intended Role: Instructor G61: Descomposición en factores primos Intended Role: Instructor G62: Máximo común divisor Intended Role: Instructor G63: Mínimo común múltiplo Intended Role: Instructor G64: Cálculo mental: Multiplicar por múltiplos de 10 Intended Role: Instructor G65: Estimar productos Intended Role: Instructor G66: Usar matrices para multiplicar factores de dos dígitos Intended Role: Instructor G67: Multiplicar números de dos dígitos por múltiplos de 10 Intended Role: Instructor G68: Multiplicar por números de dos dígitos Intended Role: Instructor G69: Multiplicar números mayores Intended Role: Instructor G70: Cálculo mental: Usar las propiedades Intended Role: Instructor G71: Dividir por múltiplos de 10 Intended Role: Instructor G72: Estimar cocientes con divisores de dos dígitos Intended Role: Instructor G73: Dividir por divisores de dos dígitos Intended Role: Instructor G74: Cocientes de un dígito y dos dígitos Intended Role: Instructor G75: Dividir números mayores Intended Role: Instructor G76: Usar el cálculo mental para multiplicar Intended Role: Instructor G77: Sumar y restar en la recta numérica Intended Role: Instructor G78: Contar salteado en la recta numérica Intended Role: Instructor Librito H: Fracciones, núm. decimales, razones y porcent. en Grados 4–6 Intended Role: Instructor H1: Partes iguales de un entero Intended Role: Instructor H2: Partes de una región Intended Role: Instructor H3: Fracciones de un conjunto Intended Role: Instructor H4: Partes de un conjunto Intended Role: Instructor H5: Fracciones y longitud Intended Role: Instructor H6: Fracciones en una recta numérica Intended Role: Instructor H7: Trabajar con fracciones unitarias Intended Role: Instructor H8: Usar modelos para comparar fracciones Intended Role: Instructor H9: Usar modelos para hallar fracciones equivalentes Intended Role: Instructor H10: Comparar fracciones en una recta numérica Intended Role: Instructor H11: Comparar fracciones Intended Role: Instructor H12: Fracciones y números decimales Intended Role: Instructor H13: Contar dinero Intended Role: Instructor H14: Calcular el cambio Intended Role: Instructor H15: Usar dinero para entender los números decimales Intended Role: Instructor H16: Fracciones equivalentes Intended Role: Instructor H17: Fracciones y división Intended Role: Instructor H18: Estimar cantidades fraccionarias Intended Role: Instructor H19: La mínima expresión Intended Role: Instructor H20: Números mixtos Intended Role: Instructor H21: Comparar y ordenar fracciones Intended Role: Instructor H22: Comparar y ordenar números mixtos Intended Role: Instructor H23: Fracciones y números mixtos en la recta numérica Intended Role: Instructor H24: Valor de posición hasta las centésimas Intended Role: Instructor H25: Números decimales en una recta numérica Intended Role: Instructor H26: Valor de posición hasta las milésimas Intended Role: Instructor H27: Valor de posición hasta las millonésimas Intended Role: Instructor H28: Redondear números decimales hasta las centésimas Intended Role: Instructor H29: Redondear números decimales hasta las milésimas Intended Role: Instructor H30: Comparar y ordenar números decimales hasta las centésimas Intended Role: Instructor H31: Comparar y ordenar números decimales hasta las milésimas Intended Role: Instructor H32: Relacionar fracciones y números decimales Intended Role: Instructor H33: De números decimales a fracciones Intended Role: Instructor H34: De fracciones a números decimales Intended Role: Instructor H35: Relacionar fracciones y números decimales hasta las milésimas Intended Role: Instructor H36: Usar modelos para comparar fracciones con números decimales Intended Role: Instructor H37: Fracciones, números decimales y la recta numérica Intended Role: Instructor H38: Sumar fracciones con el mismo denominador Intended Role: Instructor H39: Restar fracciones con el mismo denominador Intended Role: Instructor H40: Sumar y restar fracciones con el mismo denominador Intended Role: Instructor H41: Sumar y restar fracciones sobre una recta numérica Intended Role: Instructor H42: Sumar fracciones con denominadores distintos Intended Role: Instructor H43: Restar fracciones con denominadores distintos Intended Role: Instructor H44 Estimar sumas y restas de números mixtos Intended Role: Instructor H45 Sumar números mixtos Intended Role: Instructor H46: Restar números mixtos Intended Role: Instructor H47: Multiplicar fracciones por números enteros Intended Role: Instructor H48: Multiplicar dos fracciones Intended Role: Instructor H49: Comprender la división de fracciones Intended Role: Instructor H50: Dividir fracciones Intended Role: Instructor H51: Estimar productos y cocientes de números mixtos Intended Role: Instructor H52: Multiplicar números mixtos Intended Role: Instructor H53: Dividir números mixtos Intended Role: Instructor H54: Usar modelos para sumar y restar números decimales Intended Role: Instructor H55: Estimar sumas y restas de números decimales Intended Role: Instructor H56: Sumar números decimales hasta las centésimas Intended Role: Instructor H57: Restar números decimales hasta las centésimas Intended Role: Instructor H58: Más estimación de sumas y restas de números decimales Intended Role: Instructor H59: Sumar y restar números decimales hasta las milésimas Intended Role: Instructor H60: Multiplicar números decimales y números enteros Intended Role: Instructor H61: Multiplicar números decimales por 10, 100 o 1,000 Intended Role: Instructor H62: Estimar el producto de un número entero y un número decimal Intended Role: Instructor H63: Multiplicar números decimales usando cuadrículas Intended Role: Instructor H64: Multiplicar números decimales por números decimales Intended Role: Instructor H65: Dividir con números decimales y números enteros Intended Role: Instructor H66: Dividir números decimales por 10, 100 o 1,000 Intended Role: Instructor H67: Dividir un número decimal por un número entero Intended Role: Instructor H68: Estimar el cociente de un número decimal y un número entero Intended Role: Instructor H69: Dividir un número decimal por un número decimal Intended Role: Instructor H70: Comprender la razón Intended Role: Instructor H71: Tasas y tasas por unidad Intended Role: Instructor H72: Comparar tasas Intended Role: Instructor H73: Distancia, velocidad y tiempo Intended Role: Instructor H74: Razones equivalentes y proporciones Intended Role: Instructor H75: Resolver proporciones Intended Role: Instructor H76: Mapas y dibujos a escala Intended Role: Instructor H77: Comprender porcentajes Intended Role: Instructor H78: Relacionar porcentajes, números decimales y fracciones Intended Role: Instructor H79: Porcentajes mayores que 100 o menores que 1 Intended Role: Instructor H80: Estimar el porcentaje de un número Intended Role: Instructor H81: Hallar el porcentaje de un número entero Intended Role: Instructor H82: Propinas e impuesto sobre la venta Intended Role: Instructor H83: Fracciones equivalentes y la recta numérica Intended Role: Instructor H84: Contar monedas y billetes Intended Role: Instructor H85: Estimar sumas y diferencias de fracciones Intended Role: Instructor H86: Dividir números enteros por fracciones unitarias Intended Role: Instructor H87: Dividir fracciones unitarias por números enteros distintos de cero Intended Role: Instructor H88: Hallar el todo Intended Role: Instructor Librito I: Medición, geomet., análisis de datos y probab. en Grados 4–6 Intended Role: Instructor I1: Sólidos Intended Role: Instructor I2: Rectas y segmentos de recta Intended Role: Instructor I3: Ángulos agudos, obtusos y rectos Intended Role: Instructor I4: Polígonos Intended Role: Instructor I5: Clasificar triángulos usando lados y ángulos Intended Role: Instructor I6: Cuadriláteros Intended Role: Instructor I7: Formar nuevas figuras a partir de figuras Intended Role: Instructor I8: Cortar figuras Intended Role: Instructor I9: Figuras congruentes y movimientos Intended Role: Instructor I10: Simetría axial Intended Role: Instructor I11: Sólidos y modelos planos Intended Role: Instructor I12: Vistas de sólidos Intended Role: Instructor I13: Ideas geométricas Intended Role: Instructor I14: Figuras congruentes Intended Role: Instructor I15: Círculos Intended Role: Instructor I16: Simetría rotacional Intended Role: Instructor I17: Transformaciones Intended Role: Instructor I18: Medir y clasificar ángulos Intended Role: Instructor I19: Pares de ángulos Intended Role: Instructor I20: Ángulos que faltan en triángulos y cuadriláteros Intended Role: Instructor I21: Medir longitud a 1/2 y 1/4 de pulgada Intended Role: Instructor I22: Usar unidades usuales de longitud Intended Role: Instructor I23: Usar unidades métricas de longitud Intended Role: Instructor I24: Usar unidades usuales de capacidad Intended Role: Instructor I25: Usar unidades métricas de capacidad Intended Role: Instructor I26: Usar unidades usuales de peso Intended Role: Instructor I27: Usar unidades métricas de masa Intended Role: Instructor I28: El cuarto de hora Intended Role: Instructor I29: Decir la hora Intended Role: Instructor I30: Unidades de tiempo Intended Role: Instructor I31: Tiempo transcurrido Intended Role: Instructor I32: Convertir unidades usuales de longitud Intended Role: Instructor I33: Convertir unidades usuales de capacidad Intended Role: Instructor I34: Convertir unidades usuales de peso Intended Role: Instructor I35: Convertir unidades métricas Intended Role: Instructor I36: Convertir entre sistemas de medición Intended Role: Instructor I37: Unidades de medida y precisión Intended Role: Instructor I38: Más unidades de tiempo Intended Role: Instructor I39: Más sobre tiempo transcurrido Intended Role: Instructor I40: Tiempo transcurrido en otras unidades Intended Role: Instructor I41: Perímetro Intended Role: Instructor I42: Explorar el área Intended Role: Instructor I43: Hallar el área en una cuadrícula Intended Role: Instructor I44: Más sobre perímetro Intended Role: Instructor I45: Área de rectángulos y cuadrados Intended Role: Instructor I46: Área de figuras irregulares Intended Role: Instructor I47: Rectángulos con el mismo perímetro o área Intended Role: Instructor I48: Área de paralelogramos Intended Role: Instructor I49: Área de triángulos Intended Role: Instructor I50: Circunferencia Intended Role: Instructor I51: Área de un círculo Intended Role: Instructor I52: Área total de prismas rectangulares Intended Role: Instructor I53: Área total Intended Role: Instructor I54: Contar cubos para hallar volumen Intended Role: Instructor I55: Medir volumen Intended Role: Instructor I56: Comparar volumen y área total Intended Role: Instructor I57: Anotar datos de una encuesta Intended Role: Instructor I58: Leer y hacer pictografías Intended Role: Instructor I59: Leer y hacer una gráfica de barras Intended Role: Instructor I60: Hacer diagramas de puntos Intended Role: Instructor I61: Interpretar gráficas Intended Role: Instructor I62: Diagramas de tallo y hojas Intended Role: Instructor I63: Histogramas Intended Role: Instructor I64: Hallar la media Intended Role: Instructor I65: Mediana, moda y rango Intended Role: Instructor I66: Diagramas de dispersión Intended Role: Instructor I67: Medir capacidad o peso Intended Role: Instructor I68: Resolver problemas con unidades de tiempo Intended Role: Instructor I69: Hacer diagramas de puntos Intended Role: Instructor I70: Convertir unidades Intended Role: Instructor I71: Diagramas de puntos Intended Role: Instructor I72: Combinar volúmenes Intended Role: Instructor I73: Polígonos en el plano de coordenadas Intended Role: Instructor I74: Preguntas estadísticas Intended Role: Instructor I75: Diagramas de caja Intended Role: Instructor I76: Medidas de variabilidad Intended Role: Instructor I77: Uso apropiado de las medidas estadísticas Intended Role: Instructor I78: Resumir las distribuciones de datos Intended Role: Instructor Librito J: Resolución de problemas en Grados 4–6 Intended Role: Instructor J1: Analizar información dada Intended Role: Instructor J2: Problemas de dos pasos Intended Role: Instructor J3: Problemas de varios pasos Intended Role: Instructor J4: Problemas de dos pasos Intended Role: Instructor J5: Problemas de varios pasos Intended Role: Instructor J6: Hacer una lista organizada Intended Role: Instructor J7: Hacer una lista organizada Intended Role: Instructor J8: Analizar la información dada Intended Role: Instructor J9: Hacer un dibujo y escribir una oración numérica Intended Role: Instructor J10: Hacer un dibujo y escribir una oración numérica Intended Role: Instructor J11: Hacer un diagrama de tiras y escribir una ecuación Intended Role: Instructor J12: Hacer un diagrama de tiras y escribir una ecuación Intended Role: Instructor J13: Intentar, revisar y corregir Intended Role: Instructor J14: Intentar, revisar y corregir Intended Role: Instructor J15: Resolver un problema más sencillo Intended Role: Instructor J16: Usar representaciones Intended Role: Instructor J17: Hacer una tabla y buscar un patrón Intended Role: Instructor J18: Resolver un problema más sencillo Intended Role: Instructor J19: Hacer una tabla y buscar un patrón Intended Role: Instructor J20: Analizar relaciones Intended Role: Instructor J21: Usar objetos Intended Role: Instructor J22: Usar objetos Intended Role: Instructor J23: Razonar Intended Role: Instructor J24: Razonar Intended Role: Instructor J25: Hacer un dibujo Intended Role: Instructor J26: Hacer un dibujo Intended Role: Instructor J27: Empezar por el final Intended Role: Instructor J28: Empezar por el final Intended Role: Instructor J29: Hacer una gráfica Intended Role: Instructor J30: Hacer una gráfica Intended Role: Instructor J31: Analizar relaciones Intended Role: Instructor J32: Hacer generalizaciones y comprobarlas Intended Role: Instructor J33: Hacer conjeturas y comprobarlas Intended Role: Instructor J34: ¿Es razonable? Intended Role: Instructor J35: ¿Es razonable? Intended Role: Instructor J36: Usar representaciones Intended Role: Instructor J37: Escribir para explicar Intended Role: Instructor J38: Escribir para explicar Intended Role: Instructor J39: Hacer generalizaciones y comprobarlas Intended Role: Instructor J40: Hacer conjeturas y comprobarlas Intended Role: Instructor Exámenes diagnósticos y Claves de respuesta, Grados 4–6 Intended Role: Instructor Grado 4: Examen diagnóstico: Forma A Intended Role: Instructor Grado 4: Examen diagnóstico: Forma B Intended Role: Instructor Grado 5: Examen diagnóstico: Forma A Intended Role: Instructor Grado 5: Examen diagnóstico: Forma B Intended Role: Instructor Grado 6: Examen diagnóstico: Forma A Intended Role: Instructor Grado 6: Examen diagnóstico: Forma B Intended Role: Instructor Grado 1 Examen de preparación: Clave de respuestas Intended Role: Instructor Temas 1 a 4 Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 8: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 12: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 15: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma A: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma B: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma C: Clave de respuestas Intended Role: Instructor Teacher's Edition Program Overview: Grade 1 Intended Role: Instructor Teacher's Edition eText: Grade 1 Intended Role: Instructor eText Container Accessible Student Edition: Grade 1, Volume 1 eText del Libro del estudiante Grado 1 Interactive Student Edition Grade 1 eText del Libro del estudiante Grado 1 Interactive Additional Practice: Grade 1 Accessible Student Edition: Grade 1, Volume 2 Tools Math Tools Math Tool - Fractions: Pieces Math Tool - Geometry: Shapes Math Tool - Fractions: Pieces Grade 1: Glossary Math Tool - Pan Balance: Numbers Accessible Student Edition Overview Math Tool - Number Charts: Hundred Chart Math Tool - Counters: Arrays Math Tool - Counters: Counters Math Tool - Place Value Blocks: Place-Value Blocks Math Tool - Number Charts: Hundred Chart Math Tool - Fractions: Pieces Math Tool - Money Grade 1: Game Center Math Tool - Geometry: Exploring Solids Math Tool - Counters: Difference Math Tool - Geometry: Tangrams Math Tool - Number Line: Numbers