Organization: SAVVAS Product Name: envisionmath2.0 NYC Summer in the City Grade 3 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-345f2772-1a37-37b1-a481-c0c52331332f Timestamp: Thursday, December 3, 2020 03:02 PM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (e.g., Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15c Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15b Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15a Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or < and justify the conclusions (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15d Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. - 3.A.1.1 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. - 3.2.2.1 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. - 3.2.2.2 Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. - NC.3.NF.3.c Explaining that a fraction with the same numerator and denominator equals one whole. - NC.3.NF.3.b Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. - NC.3.NF.3.a Interpret the factors as representing the number of equal groups and the number of objects in each group. - NC.3.OA.1.a Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. - NC.3.OA.1.b The student will compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ≠), with models. - 3.2c The student will represent fractions and mixed numbers with models and symbols. - 3.2b The student will name and write fractions and mixed numbers represented by a model. - 3.2a Understand a fraction as a number on the number line and represent fractions on a number line diagram. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (e.g., Given that a/b represents 3/4 or 6/4, students partition the number line into fourths and represent these fractions accurately on the same number line; students extend the number line to include the number of wholes required for the given fractions.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.14b Understand a fraction as a number on the number line and represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (e.g., Given that b parts is 4 parts, then 1/b represents 1/4. Students partition the number line into fourths and locate 1/4 on the number line.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.14a Entender la división como un problema de factor desconocido. Por ejemplo, hallar 32 ÷ 8 encontrando el número que al multiplicarse por 8, forma 32. - 3.OA.B.6 Aplicar las propiedades de las operaciones como estrategias para multiplicar y dividir.2 Por ejemplo, si se sabe que 6 × 4 = 24, entonces también se sabe que 4 × 6 = 24 (propiedad conmutativa de la multiplicación). Se puede hallar 3 × 5 × 2 con 3 × 5 = 15 y luego 15 × 2 = 30, o con 5 × 2 = 10 y luego 3 × 10 = 30 (propiedad asociativa de la multiplicación). Si se sabe que 8 × 5 = 40 y 8 × 2 = hallar 8 × 7 como 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 hallar 8 × 7 como 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56 (propiedad distributiva). - 3.OA.B.5 Understand the whole is partitioned into equal parts. - 3.NF.A.3b Understand the whole is the interval from 0 to 1. - 3.NF.A.3a Use repeated subtraction to show the relationship between division and subtraction. - 3.OA.6 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (e.g., describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8). - M.3.2 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). - M.3.3 Use arrays as one way to think about and understand multiplication. - 3.OA.3 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). - M.3.1 Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). - M.3.6 Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. - M.3.7 Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 =?). - M.3.4 Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. - M.3.5 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). - M.3.9 Understand a fraction represents the endpoint of the length a given number of partitions from 0. - 3.NF.A.3c Use strategies such as skip counting and properties of operations to multiply. - 3.OA.32 Solve multiplication and division problems that involve different strategies and representations. - 3.OA.33 Determine and draw the whole (unit) given one part (unit fraction). - 3.NC.23 Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. - NC.3.OA.2.b Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. - 3.1.3.1 Understand that the size of a fractional part is relative to the size of the whole. - 3.1.3.2 Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. - NC.3.OA.2.a The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. - 3.4c The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. - 3.4b The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. - 3.4a Understand a fraction as a number on the number line; represent fractions on a number line. Represent a fraction 1/b on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part starting at 0 locates the number 1/b on the number line, e.g., one whole partitioned into 3 equal parts, each part has size ⅓, the number ⅓ on the number line. - NY-3.NF.2a Understand a fraction as a number on the number line; represent fractions on a number line. Represent a fraction 1/b on a number line by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line, e.g., interval of size 4/3, 4 lengths of ⅓ starting from 0, the number 4/3 on the number line. - NY-3.NF.2b Find equivalent fractions that name the same part of the whole. - 3.NC.29 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. - NC.3.OA.7.c Know from memory all products with factors up to and including 10. - NC.3.OA.7.a Illustrate and explain using the relationship between multiplication and division. - NC.3.OA.7.b Represent fractions greater than 1 on a number line. - 3.NC.25 Identify arithmetic patterns and explain the patterns using properties of operations. - 3.RA.E.11 Represent fractions on a number line. - 3.NC.24 Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. - NC.3.NF.4 Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. - NC.3.NF.2 Interpret quotients of whole numbers. - 3.RA.A.2 Interpret products of whole numbers. - 3.RA.A.1 Use multiplication and division within 100 to solve problems. - 3.RA.A.4 Describe in words or drawings a problem that illustrates a multiplication or division situation. - 3.RA.A.3 Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; - NC.3.NF.1 Determine the unknown number in a multiplication or division equation relating three whole numbers. - 3.RA.A.5 Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. - 3.OA.A.3 (7a) Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8. (7b) Know from memory all products of two one-digit numbers. - NY-3.OA.7 Interpretar los cocientes de números enteros no negativos, por ej., interpretar 56 ÷ 8 como el número de objetos en cada parte cuando 56 objetos se separan igualmente en 8 partes, o como un número de partes cuando 56 objetos se separan en partes iguales de 8 objetos cada una. Por ejemplo, describir un contexto en el que un número de partes o un número de grupos puede expresarse como 56 ÷ 8. - 3.OA.A.2 Use a number line to compare fractions. - 3.NC.34 Entender la división como un problema de factor desconocido. Por ejemplo, hallar 32 ÷ 8 encontrando el número que al multiplicarse por 8, forma 32. - NY-3.OA.6 Apply properties of operations as strategies to multiply and divide, e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication); 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication); Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 As 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property) - NY-3.OA.5 Use models such as fraction strips to compare fractions that refer to the same whole and have the same numerator. - 3.NC.32 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. - NY-3.OA.3 Use models such as fraction strips to compare fractions that refer to the same whole and have the same denominator. - 3.NC.31 Represent equivalent fractions on a number line. - 3.NC.30 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. - NY-3.OA.2 Explain equivalence of fractions and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers, e.g., Express 3 in the form 3 = 3/1, recognize that 6/3 = 2, and locate 4/4 and 1 at the same point on a number line. - NY-3.NF.3c Explain equivalence of fractions and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., using a visual fraction model. - NY-3.NF.3d Interpret patterns of multiplication on a hundreds board and/or multiplication table. - NC.3.OA.9 Use the Associative Property of Multiplication to group 3 factors and multiply. - 3.OA.20 Explain equivalence of fractions and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. - NY-3.NF.3a Represent, interpret, and solve one-step problems involving multiplication and division. - NC.3.OA.3 Use the Distributive Property to solve problems involving multiplication within 100. - 3.OA.14 Gain fluency in multiplication when multiplying by 0 or 1. - 3.OA.10 Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. - NC.3.OA.7 Represent and identify unit fractions using area and length models. - NC.3.NF.1.b Gain fluency in multiplication when multiplying by 10. - 3.OA.11 Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. - NC.3.OA.6 Students will use number relationships and patterns to develop reasoning strategies to support their recall of the basic multiplication facts. - 3.OA.12 Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. - NC.3.OA.3.a Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. - NC.3.OA.3.b Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. - 3.1.2.3 Use strategies such as bar diagrams and arrays with known facts to solve multiplication problems. - 3.OA.19 Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. - 3.N.3.3 Construct fractions using length, set, and area models. - 3.N.3.2 Use models and number lines to order and compare fractions that are related to the same whole. - 3.N.3.4 Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. - 3.1.3.3 Read and write fractions with words and symbols. - 3.N.3.1 Use a multiplication table to find the missing factor in a division problem. - 3.OA.30 Use number sense and reasoning while practicing multiplication and division basic facts. - 3.OA.31 Use properties to understand division involving 0 and 1. - 3.OA.25 Use patterns and known facts to find unknown multiplication facts. Use multiplication facts to find related division facts. - 3.OA.26 Apply properties of operations as strategies to multiply and divide. - 3.RA.B.6 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.13 Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8. - NY-3.OA.7a Know from memory all products of two one-digit numbers. - NY-3.OA.7b Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. - 3.A.2.2 Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Comparar dos fracciones con el mismo numerador o el mismo denominador mediante el razonamiento sobre su tamaño. Reconocer que las comparaciones solo son válidas cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. - 3.NOF.A.3d Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Expresar números enteros no negativos como fracciones y reconocer fracciones que son equivalentes a números enteros. Por ejemplo: Expresar 3 de forma 3 = 3/1; reconocer que 6/1 = 6; ubicar 4/4 y 1 en el mismo punto en una recta numérica. - 3.NOF.A.3c Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0. - NC.3.NF.2.b Explain equivalence of fractions and compare fractions by reasoning about their size. (a) Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (b) Recognize and generate equivalent fractions. e.g., 1/2 = 2/4; 4/6 = 2/3 . Explain why the fractions are equivalent, e.g., using a visual fraction model. (c) Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers, e.g., Express 3 in the form 3 = 3/1, recognize that 6/3 = 2, and locate 4/4 and 1 at the same point on a number line. (d) Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., using a visual fraction model. - NY-3.NF.3 The student will create equations to represent equivalent mathematical relationships. - 3.17 Understand a fraction as a number on the number line; represent fractions on a number line. (a) Represent a fraction 1/b on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part starting at 0 locates the number 1/b on the number line, e.g., one whole partitioned into 3 equal parts, each part has size 1/3, the number 1/3 on the number line. (b) Represent a fraction a/b on a number line by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. - NY-3.NF.2 Recognize the relationship between multiplication and division to represent and solve real-world problems. - 3.N.2.7 Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. - 3.N.2.6 Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. - 3.1.2.4 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. - 3.1.2.5 Demonstrate fluency of multiplication facts with factors up to 10. - 3.N.2.2 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. - 3.N.2.1 Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line. - 3.NF.A.4 Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. - 3.NF.A.5 Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution. - 3.NF.A.6 Explain why fraction comparisons are only valid when the two fractions refer to the same whole. - 3.NF.A.7 Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts. - 3.NF.A.1 Entender una fracción como un número en una recta numérica; representar fracciones en un diagrama de recta numérica. Representar una fracción a/b en una recta numérica marcando la longitud a en el espacio 1/b a partir de 0. Reconocer que el intervalo que resulta tiene un tamaño a/b y que el extremo 0 es el que sirve para ubicar el número a/b en la recta numérica. - 3.NOF.A.2b Represent fractions on a number line. - 3.NF.A.3 Entender una fracción como un número en una recta numérica; representar fracciones en un diagrama de recta numérica. Representar una fracción 1/b en una recta numérica definiendo el intervalo de 0 a 1 como el entero y separándolo en b partes iguales. Reconocer que cada parte tiene el tamaño de 1/b y que el extremo 0 es el que sirve para ubicar el número 1/b en la recta numérica. - 3.NOF.A.2a Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Entender dos fracciones como equivalentes (iguales) si son del mismo tamaño o están en el mismo punto en una recta numérica. - 3.NOF.A.3a Demonstrate fluency with products within 100. - 3.RA.C.8 Multiplicar y dividir con facilidad hasta 100, utilizando estrategias tales como la relación entre la multiplicación y la división (por ej., si se sabe que 8 × 5 = 40, se sabe que 40 ÷ 5 = 8) o las propiedades de las operaciones. Al final del Grado 3, saber de memoria todos los productos que resultan de multiplicar dos números de un dígito. - 3.OA.C.7 Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. - 3.RA.C.7 List of all Files Validated: imsmanifest.xml I_00263cf8-1da0-3f0d-9b53-efc128782dbf_1_R/BasicLTI.xml I_005e597d-bbea-3b75-bb52-d7120049c4d5_1_R/BasicLTI.xml I_012c6f65-54cc-38ae-a90e-ee881c84d6ff_1_R/BasicLTI.xml I_0162fa21-d8eb-3328-b049-33e70f840f74_1_R/BasicLTI.xml I_0179091b-4b72-34a7-ade5-bd311480da30_1_R/BasicLTI.xml I_01c62bfc-311a-3fa0-bfbc-a281c985df2e_R/BasicLTI.xml I_020da734-7878-3638-ac55-4b3c20c765dc_1_R/BasicLTI.xml I_0236cf74-b118-3432-8e2b-c6444cdc411c_R/BasicLTI.xml I_029f8971-6b34-367d-9dce-1c06fdadae43_R/BasicLTI.xml I_02d93a64-6e4e-3ff0-b31b-a93435efa64d_1_R/BasicLTI.xml I_030dc2fc-61c7-3528-8761-d8edf81082e4_1_R/BasicLTI.xml I_0326caa4-2159-3cfb-a843-44365e8754ba_1_R/BasicLTI.xml I_03e9b171-d1bc-3957-b086-fb912dbfa03a_1_R/BasicLTI.xml I_0416e91a-4565-3780-a494-d97a2cfa14b7_R/BasicLTI.xml I_04504dc0-5825-36bd-a736-d537457b5d45_1_R/BasicLTI.xml I_045d2c8e-3586-3692-891a-7a734b8e4fc5_R/BasicLTI.xml I_0464baa6-8075-3abf-9a34-0650bec551cb_R/BasicLTI.xml I_04666d43-c065-3d7c-989f-6bdc7b4842b6_R/BasicLTI.xml I_04a8a9eb-19df-30ec-808f-e51d90d8f109_1_R/BasicLTI.xml I_04c9f9c1-5454-3c79-a115-b828316de8b5_1_R/BasicLTI.xml I_04d939a1-9662-3a8d-932d-7d42de23ffa2_1_R/BasicLTI.xml I_051df24b-5bb6-37f7-919d-7798de6ecadf_R/BasicLTI.xml I_053c4c3f-3a9a-37ce-956c-fc2151427e77_R/BasicLTI.xml I_0546d64c-e612-3aea-800e-521854c2fafd_1_R/BasicLTI.xml I_05fed2bc-22fb-3f5f-a15f-6ab105b28227_1_R/BasicLTI.xml I_0695e7a1-8292-35cd-b63d-956cd94895ee_1_R/BasicLTI.xml I_070cd1a9-12d3-31a5-ab17-d98be23c71f3_R/BasicLTI.xml I_075452e7-268a-31c0-8d7b-2e1d2ad8b2b3_1_R/BasicLTI.xml I_07af39b4-24b6-37d6-a84f-8df94e24ccfa_R/BasicLTI.xml I_080ea6f2-0947-37c4-8429-8c2bfccd38ad_1_R/BasicLTI.xml I_09dddabd-9eb8-39de-8c19-474e6d6630e3_1_R/BasicLTI.xml I_0b36afe5-2c9c-3eec-987a-99d90767881e_R/BasicLTI.xml I_0b814942-0491-35b8-9c5f-c2918222bf24_1_R/BasicLTI.xml I_0bdc82cb-d09e-38ba-a031-b7d1d1fce127_1_R/BasicLTI.xml I_0c0c264c-1de2-3bb6-911e-4d9df48a0e0f_R/BasicLTI.xml I_0ccfc336-283b-39ce-a07c-57513878d120_1_R/BasicLTI.xml I_0d652aa2-9ac5-3ed8-a219-e95aa4b017fe_R/BasicLTI.xml I_0e2dfa12-1139-3200-8cfd-183d166ca23e_1_R/BasicLTI.xml I_0e575a31-923f-3fd2-a6b2-9262ab660e4d_R/BasicLTI.xml I_0e790428-75a0-326b-b0e0-877bf3dc12db_1_R/BasicLTI.xml I_0e7a592f-68fb-3723-ac4b-2d6cd0c14c75_R/BasicLTI.xml I_1034cc8a-c1c6-377a-8b36-1c91ed7aacda_1_R/BasicLTI.xml I_10940ba9-982e-3eca-bb33-63d92414b478_1_R/BasicLTI.xml I_109735a8-27d3-3fc9-ba04-282d940f2c2c_1_R/BasicLTI.xml I_112f1b9e-2e5e-36ca-b9cf-ce6f9604cd18_1_R/BasicLTI.xml I_11c5dda2-ef95-3f5a-8653-1dcfdabf37bb_R/BasicLTI.xml I_11f28ce0-419f-30a9-bc4a-c3ff27b42131_1_R/BasicLTI.xml I_1218d155-bc72-328c-8fa6-0dfc0caa57e1_R/BasicLTI.xml I_1253d850-40d5-34d3-a8cb-0445c5391fa9_1_R/BasicLTI.xml I_12b3c88d-19ae-3e1d-aa62-bae986332faf_1_R/BasicLTI.xml I_12de40df-c320-3519-95f8-140abe2e5488_1_R/BasicLTI.xml I_12e1b5ac-ad8d-355a-98a3-1fb3aa04d0f9_1_R/BasicLTI.xml I_1339477a-f441-3dbb-8639-5e061c039766_1_R/BasicLTI.xml I_1372c5d4-854d-3eea-a2cf-2366a1dfe224_R/BasicLTI.xml I_13d1aee8-8f81-33a3-9b49-4f52218586d6_R/BasicLTI.xml I_14559ae8-9abb-36f3-a4c2-9d5fcd5536c5_1_R/BasicLTI.xml I_14563e4a-bdb8-3fa7-a05f-1789be47e2a9_1_R/BasicLTI.xml I_148fff04-e4bd-3a13-81d0-e83bb83734c7_R/BasicLTI.xml I_15cc3574-ad3b-31ac-ab28-25f7268adc4d_1_R/BasicLTI.xml I_15d24e31-3d46-361e-867f-d282d63a659f_R/BasicLTI.xml I_1695b503-85db-3b3b-84fc-d830abeaa72d_1_R/BasicLTI.xml I_16f17733-0789-3e63-8792-f0c0646387d7_1_R/BasicLTI.xml I_16f3144b-77c0-3ba8-8ee3-d19fe0ef877e_1_R/BasicLTI.xml I_17663a81-f758-3e4f-86c2-9c3afe4ca007_1_R/BasicLTI.xml I_17a5e8bd-edc9-32e6-99f7-f4fc395a0905_1_R/BasicLTI.xml I_17b394b0-cea2-3e49-9f7b-8aa0a53a80a3_1_R/BasicLTI.xml I_17cf9812-933f-3d05-8746-b4f6fbbf1e3b_R/BasicLTI.xml I_17d69680-dc0e-3500-af30-ceabdc68332f_1_R/BasicLTI.xml I_18116b5c-b570-3de4-9c0f-a9a2ba7bc196_R/BasicLTI.xml I_18729ae3-0812-3c9e-87f3-520063127f7a_1_R/BasicLTI.xml I_18e5c910-dc81-38ea-a457-c463d35fd114_1_R/BasicLTI.xml I_195a6a09-f9e2-3a84-8142-36e22f30f8f3_1_R/BasicLTI.xml I_19b1ccbc-09bf-3b0a-8b1b-93c16a64fc4f_R/BasicLTI.xml I_1ab8857b-4eab-36c6-8eaf-e1e342cdecee_R/BasicLTI.xml I_1ac94d1d-bf84-3b3b-aea2-e9787e14fd1a_R/BasicLTI.xml I_1b2853ee-efd5-3fe0-9ef9-fc16457dffc3_1_R/BasicLTI.xml I_1c4c818a-f2a0-332a-bc2d-f5f1a6dbbf29_R/BasicLTI.xml I_1c7440bb-4279-3484-b997-055e4f562ec4_1_R/BasicLTI.xml I_1c7c776c-9fa8-3da4-b5b8-4a6c996e713c_R/BasicLTI.xml I_1db074b4-2791-3e5a-8b14-7f5c7c51a079_1_R/BasicLTI.xml I_1dddb24c-7068-3c7d-bff5-7ea9a76e06b0_1_R/BasicLTI.xml I_1dfffda7-6054-3b95-afd6-00b595ed8fc7_1_R/BasicLTI.xml I_1e3732c0-967f-360d-bc7b-dfa4de484fff_R/BasicLTI.xml I_1fc98994-2358-3d19-9536-a1dd740ddadf_R/BasicLTI.xml I_1fd02d29-edd8-3401-ab84-3b960011ae2b_1_R/BasicLTI.xml I_200bdbb4-40e2-3094-8b40-d0374c4cdd72_1_R/BasicLTI.xml I_202a2acb-9527-3502-81b9-023dc9c00d29_1_R/BasicLTI.xml I_20589f93-e491-3ad3-9f1b-18bbe59b4d56_R/BasicLTI.xml I_20f7d650-304c-3a7c-8789-5fe33e42cdf5_R/BasicLTI.xml I_21a64374-9c58-361b-8075-a9bf07658cb9_1_R/BasicLTI.xml I_221ff553-6411-3303-838e-37911da88442_R/BasicLTI.xml I_22b894e1-ed6b-32ac-bbe8-f4faf971853e_1_R/BasicLTI.xml I_24d57342-d49a-3a26-bbec-2051d18fa7df_1_R/BasicLTI.xml I_25b6a9c5-c564-38ba-b8ec-41f63efafc16_1_R/BasicLTI.xml I_2656358b-fd80-3b93-b5e9-6db4735e3418_R/BasicLTI.xml I_26b11bed-ea1a-3c6f-8321-4a87ddeaff80_R/BasicLTI.xml I_2725ebaa-16ab-37e0-bb4f-c56c251a6345_R/BasicLTI.xml I_27c4bddc-1ce7-3a56-8b99-5ea81f8b2be1_R/BasicLTI.xml I_27f55b33-3466-344a-8e68-34e92b95c2ea_R/BasicLTI.xml I_28250eea-a20d-3e9e-8c2b-6e424eb8c150_1_R/BasicLTI.xml I_28374fb9-259c-37bb-82b3-25b27d5b99f3_1_R/BasicLTI.xml I_2898a6f4-d6c5-3f47-9f27-784dfcdd36f1_1_R/BasicLTI.xml I_292daa5f-1174-32f7-845a-fecfe74ae99e_R/BasicLTI.xml I_2a561f9c-b3d0-3756-b8a0-041191e8d311_R/BasicLTI.xml I_2a5faf69-35d8-3eb5-add4-97307b50426f_1_R/BasicLTI.xml I_2af6a9ab-3aa6-3210-b39a-2346f6050716_1_R/BasicLTI.xml I_2b3d4a12-648c-36e9-b521-f74ff51560b7_1_R/BasicLTI.xml I_2b532b9d-617c-3c5b-b008-01c26b68a782_1_R/BasicLTI.xml I_2b6defe6-ad7e-3d4d-8ada-78a46b8114dc_1_R/BasicLTI.xml I_2bb97504-a4d9-3037-9ed5-c7055247bb3a_1_R/BasicLTI.xml I_2c8b9b4e-1b1a-340e-b841-e5dfc96b65f5_1_R/BasicLTI.xml I_2ce8e574-f6b3-341c-a2e5-2ef1e7349817_1_R/BasicLTI.xml I_2d83580f-348e-3b2c-8b28-40e065bdd723_1_R/BasicLTI.xml I_2dd35056-6f7c-3778-a389-6f4be249d203_R/BasicLTI.xml I_2dea071f-1b3a-3ce6-b701-b951b8565efc_1_R/BasicLTI.xml I_2e6b0bff-3976-34a2-b847-fee32dbfba4a_1_R/BasicLTI.xml I_2ee6c569-7911-38d9-aea3-07a92a7e0e6e_1_R/BasicLTI.xml I_2f79db1e-5111-3a6b-b1c9-bf0545626813_1_R/BasicLTI.xml I_2f8ad9d9-2727-30ba-a523-c9ba9df5c4ea_1_R/BasicLTI.xml I_2fe2743d-ee7b-3f8a-b872-1fa88ca22028_1_R/BasicLTI.xml I_2ffca50a-c66e-36de-a1a2-d4bf4ec17e88_R/BasicLTI.xml I_31ad0341-58ff-37bf-91c8-98960d47c5bc_R/BasicLTI.xml I_328a0d9e-4187-39de-aa8f-6948ff291cc9_R/BasicLTI.xml I_34045c62-a93e-337a-ba10-202a8db36b78_R/BasicLTI.xml I_342f345d-ba12-3f86-8afa-70cab36a105d_1_R/BasicLTI.xml I_34786357-1fdd-3268-911c-035404ab7f2d_1_R/BasicLTI.xml I_34983f54-0dd3-324b-ba57-0639219071e1_R/BasicLTI.xml I_3503e4e8-b6a6-32fb-8bed-08391cd64b2a_1_R/BasicLTI.xml I_352ac1ec-048d-3c91-9f69-2fddde3240c4_R/BasicLTI.xml I_35750e25-12e4-3175-867f-f437c07c3e08_R/BasicLTI.xml I_35abe758-51b0-3993-8586-9f3e1873fcf8_1_R/BasicLTI.xml I_3712930d-e7f7-31e8-abd2-a1b094cbfe15_R/BasicLTI.xml I_37b4fee9-d60e-3478-a36b-29f739340109_1_R/BasicLTI.xml I_37b8eb05-8403-32ea-b3e1-da0f85cd6ee6_1_R/BasicLTI.xml I_384a2070-1b6e-3687-9e48-4d2828ed3f4f_R/BasicLTI.xml I_38b4c9f3-2dfe-31d0-b33e-a138536a2246_1_R/BasicLTI.xml I_38e1af30-72f3-3fc8-96d1-4954b490a881_1_R/BasicLTI.xml I_3995a480-85b7-3824-8830-adfe07b247fb_R/BasicLTI.xml I_3b4ae289-6256-3a99-a8f1-ab6087092deb_1_R/BasicLTI.xml I_3b67c217-72f8-3861-af64-56795b7db369_1_R/BasicLTI.xml I_3b992b78-c0c8-3743-ac0e-0dadce642e10_1_R/BasicLTI.xml I_3bee7e62-6cff-3232-a74d-98f459576527_R/BasicLTI.xml I_3c1c64e3-fa87-3167-ac06-30bdb1438eeb_1_R/BasicLTI.xml I_3c2b096d-c058-3189-80dc-9ac4b8d382c9_1_R/BasicLTI.xml I_3c60d6cc-0dc6-3c33-a73c-4bad0c72445e_R/BasicLTI.xml I_3cb3f1a0-38d4-308f-877c-2f498712cc32_1_R/BasicLTI.xml I_3cb8b16e-986a-3096-818e-0c226cf5e830_R/BasicLTI.xml I_3d0c5ccc-dad7-3b11-a654-8e458110edec_R/BasicLTI.xml I_3d282f8c-0f18-3f5b-bf41-662f74989d15_1_R/BasicLTI.xml I_3da33d99-537e-36ee-a5bd-f2a867cb7445_1_R/BasicLTI.xml I_3db4d46d-1c70-3a05-8536-7f8c190c7eed_R/BasicLTI.xml I_3de45592-d0da-331a-afa8-6aecafee5d9c_1_R/BasicLTI.xml I_3de804ad-ab2e-3d51-bfc4-6bc55d216d97_1_R/BasicLTI.xml I_3e88efb5-cabc-3ed0-80ee-96950ec76ecd_1_R/BasicLTI.xml I_3f54e7c6-a324-3e2f-af36-afa52466bd65_R/BasicLTI.xml I_3fe6652b-a494-3aaf-8d6f-fa9f7f6e10ff_1_R/BasicLTI.xml I_40bc7af4-631b-3e64-86e1-cf351bb76880_R/BasicLTI.xml I_40d5a883-ff02-34c6-a23d-31d1d6526067_1_R/BasicLTI.xml I_4144a110-306c-3e68-8a65-2773d4ed3131_R/BasicLTI.xml I_431eced0-4a63-35aa-9420-264d6cb411a8_1_R/BasicLTI.xml I_4389d4b6-fe3e-3759-828b-1b69d0cbab44_1_R/BasicLTI.xml I_442811a3-38bf-36ce-b57f-1d57b3aa2972_R/BasicLTI.xml I_448a6a37-3790-35f3-afbb-33a768d51b52_1_R/BasicLTI.xml I_4508ce20-e469-3a75-bfb7-e4a6726ebfb4_R/BasicLTI.xml I_45a221d8-0d30-3ca7-ac60-35d24dec9835_R/BasicLTI.xml I_45ee3e42-2592-3392-b3c4-dd84040a8041_R/BasicLTI.xml I_462f9d44-2544-3513-ba47-834cdb71b724_R/BasicLTI.xml I_46323a20-fd99-3ecf-b7aa-26ae1cf80801_R/BasicLTI.xml I_464d163c-6cc0-31b6-a53c-921e6e5652eb_R/BasicLTI.xml I_4657cba0-587c-31f4-be00-d0595d6a3dd5_1_R/BasicLTI.xml I_46633c86-24aa-3752-bc97-9621b59922ba_R/BasicLTI.xml I_46899802-f1c6-3159-8433-e91fdf993bbe_1_R/BasicLTI.xml I_471139a4-7c20-3b78-9959-1761d5b185b9_1_R/BasicLTI.xml I_4819f69b-cb26-38ea-9a42-37f84e3b987b_1_R/BasicLTI.xml I_483fb05c-a7a9-338f-ba61-4f45568b1f8d_1_R/BasicLTI.xml I_488c528e-c6fb-3fe0-92a2-f089936568b6_1_R/BasicLTI.xml I_494dd95c-98b0-33ae-956b-270dc6cce2ee_1_R/BasicLTI.xml I_49b9681c-9257-3e5b-a19b-018bcae9036e_1_R/BasicLTI.xml I_4a151ab8-5648-3843-82c6-a140c3c025f6_R/BasicLTI.xml I_4a298433-0413-3986-8869-13f5774fe05e_1_R/BasicLTI.xml I_4a4ae504-4c92-36db-b311-50cd0252bdde_1_R/BasicLTI.xml I_4b157337-942f-30ba-961a-251e317cf25f_1_R/BasicLTI.xml I_4bb42480-b28f-3143-831d-34bfd56cf35c_1_R/BasicLTI.xml I_4be2e788-ccf3-34ad-9edf-994bfb6bede1_1_R/BasicLTI.xml I_4bed1c2b-274a-3b47-829d-a119d7909358_R/BasicLTI.xml I_4c7021f2-e6cc-30a8-a77f-e89f1868d83d_1_R/BasicLTI.xml I_4d480963-4fb1-3247-b586-98cbb5c594ee_R/BasicLTI.xml I_4dad2f4a-a2c1-3e64-b2db-4448c6d4be5c_R/BasicLTI.xml I_4e621f97-d9fe-300d-bbf7-6ece5ec489eb_R/BasicLTI.xml I_4ea391d5-c57f-33d3-a7bc-e098940dd4f2_1_R/BasicLTI.xml I_4faea4dd-8a75-3a99-a9b0-4bd9ceb21cfb_R/BasicLTI.xml I_4fc54bbf-ea19-37c1-a9d3-4cce8dab2fe1_R/BasicLTI.xml I_512e059d-53ff-37ba-bc94-a260c43865b3_1_R/BasicLTI.xml I_51359b0e-fa28-3370-badf-65ab29afdcd0_1_R/BasicLTI.xml I_51959226-5bfe-35ea-9654-fcf3c83e0b6e_1_R/BasicLTI.xml I_51d312a1-0c24-339d-b599-a779ab32d736_R/BasicLTI.xml I_51de8ca7-9276-3337-a935-7e2a42f5ede9_1_R/BasicLTI.xml I_51e37673-3445-330a-99a8-fffb8a1be4bf_1_R/BasicLTI.xml I_52318e9c-1c2b-3eaf-a8b2-bf810347e10b_R/BasicLTI.xml I_5256e3e5-2dd1-3cf4-8bfa-3110ff77a13a_1_R/BasicLTI.xml I_525c20ce-d65b-39e4-ae22-b9b1c7e0b355_R/BasicLTI.xml I_525d0146-cf05-3e58-b3d5-d4acd2adebb8_1_R/BasicLTI.xml I_52eee222-b9a1-3779-9e9d-a16de0e99579_1_R/BasicLTI.xml I_5312114c-81ef-3d7a-bb7d-e879812e6c51_1_R/BasicLTI.xml I_5338017e-63a9-3adb-8261-132dc3022432_R/BasicLTI.xml I_540de222-a62a-3664-b92a-3a89c66005f2_1_R/BasicLTI.xml I_5473d7ab-dcea-36df-84a1-d76f086bd2c2_R/BasicLTI.xml I_54c2b405-8475-367a-b282-f375fcb57eee_R/BasicLTI.xml I_55054273-a7e5-3169-98ac-9bf4771cf6bc_1_R/BasicLTI.xml I_555c427c-7c79-30c9-b0a5-5b76b614437a_1_R/BasicLTI.xml I_558f417c-65f1-31b1-96bc-539221fe95bd_R/BasicLTI.xml I_56660544-b729-3fcc-84d6-d2dac9f71324_1_R/BasicLTI.xml I_56b81522-7da5-30d0-b207-4062a17727f4_1_R/BasicLTI.xml I_56c93f9a-03ec-3073-96bb-518451046470_1_R/BasicLTI.xml I_573c82b4-9b7e-3be1-85d6-26ddb310c1d9_1_R/BasicLTI.xml I_57451e1b-c366-3322-b32a-9b098f8b3f48_1_R/BasicLTI.xml I_582a4303-ee86-3deb-b292-42d270c31783_1_R/BasicLTI.xml I_58321786-77c4-31ea-8f5f-e32bfd9b84fb_1_R/BasicLTI.xml I_5847351b-f0b4-375b-9640-0ff45a5dc5d7_1_R/BasicLTI.xml I_58935bee-00d8-32d0-9e00-85338b373304_1_R/BasicLTI.xml I_592b4a4a-a868-3ba0-96a8-38122465c7a6_R/BasicLTI.xml I_599c03bd-47e0-3fab-adea-8077586316cf_1_R/BasicLTI.xml I_59f5f0a0-f0d4-3087-afd5-764ce5bdcba5_1_R/BasicLTI.xml I_5a13ac37-1fa1-358e-ab4b-a447067d1e6a_R/BasicLTI.xml I_5a3e10eb-f376-306f-bd0d-4cd5c011e0b7_1_R/BasicLTI.xml I_5a4f0578-c5e8-3b41-a553-9d09e0b9836e_1_R/BasicLTI.xml I_5ad82403-4b32-3924-b7a5-d404673a1b6e_R/BasicLTI.xml I_5b470fd0-bb3a-35e3-98b5-add006995475_R/BasicLTI.xml I_5bc6b570-88e4-32de-8a43-f3d2999f5eec_1_R/BasicLTI.xml I_5c0bc3ca-ad05-3f69-97c5-a8b6861cb4c6_1_R/BasicLTI.xml I_5c311848-67ea-368c-9489-492bbcaed2ff_1_R/BasicLTI.xml I_5c752c1d-d4ff-3942-ab77-a3a3873ef009_R/BasicLTI.xml I_5c9b7092-8102-31d6-921c-8664c81c99be_1_R/BasicLTI.xml I_5cc17086-dcdd-369c-80e9-657007fc3e5c_1_R/BasicLTI.xml I_5d08cd88-1a54-32dd-8922-1247c4c1fea5_1_R/BasicLTI.xml I_5d658bc1-1393-3a92-a471-ab4b454f7601_R/BasicLTI.xml I_5d8339f6-8bb1-349a-a45b-7ce14351559a_1_R/BasicLTI.xml I_5e73f012-971e-3833-9c2a-54def2f6ac13_1_R/BasicLTI.xml I_5e8b443f-7870-3015-8361-57441e63c821_1_R/BasicLTI.xml I_5f27cfed-887d-3c6e-9b1a-46dc837800ac_1_R/BasicLTI.xml I_5f3d3a1e-524f-3503-856b-7cb583860a3e_R/BasicLTI.xml I_5f7d38f2-6617-3d09-8684-b905ca94b4e4_1_R/BasicLTI.xml I_5fcfbf3a-f58a-3b83-b527-1e29136b9e4e_R/BasicLTI.xml I_602e30ca-3ea5-36cb-8959-098d23753ac4_1_R/BasicLTI.xml I_60441bb9-f04a-316f-a4ed-ba2099db7eac_1_R/BasicLTI.xml I_60444f13-58a0-3fa5-97fb-cd69f046f492_1_R/BasicLTI.xml I_606443fb-f021-3f0c-985c-156ea139db5a_R/BasicLTI.xml I_608c8173-2422-31a7-b412-9d601d94e9cc_R/BasicLTI.xml I_6110eae4-78a5-386f-8f21-488039b73f84_1_R/BasicLTI.xml I_612daed6-1139-32d7-9318-b38e64aab7fc_R/BasicLTI.xml I_617a6e75-6964-3091-9b6d-f600507ed1ba_R/BasicLTI.xml I_62282af2-93c8-3c4b-b883-5f7cfe2fb815_1_R/BasicLTI.xml I_624aacda-6457-37c3-99dd-387ec96ec5f2_1_R/BasicLTI.xml I_625c4ecb-bd46-3e08-86e4-7f61f3c4e851_1_R/BasicLTI.xml I_62eaf4fa-49b7-3d44-bc09-ef4395d401f5_1_R/BasicLTI.xml I_62ed464c-f75b-3e42-95c2-6af859ce0da4_R/BasicLTI.xml I_6407ac43-e1a3-3908-89d0-c096b8b26637_R/BasicLTI.xml I_64219c1a-a68c-3497-9a07-f052ec969b88_1_R/BasicLTI.xml I_643d601e-169e-36d2-a304-c7b77f92b1ce_1_R/BasicLTI.xml I_67ae2f80-28c6-3b7d-95ee-ae61db7c66eb_1_R/BasicLTI.xml I_67cf2fd3-787b-3238-8f7c-ac80b7290c46_1_R/BasicLTI.xml I_67dcb221-b9b9-3dc8-9ccc-f4664e365634_1_R/BasicLTI.xml I_6828926b-f306-3fbf-8aa0-0e4bbb827064_1_R/BasicLTI.xml I_68ae9ed2-3154-3c8c-af44-4facf12fe8a8_R/BasicLTI.xml I_69c513f6-e14c-3f56-8cf9-bbefaaeeb17c_R/BasicLTI.xml I_69f7e8b0-9d95-3fcf-a34f-5dd7837b53bb_1_R/BasicLTI.xml I_6a405645-672b-39e6-a24c-2761399220a8_1_R/BasicLTI.xml I_6a4434b5-e91a-32bc-ba86-1c716c7a0965_R/BasicLTI.xml I_6a5bdc4d-924a-3159-9813-4bb0a109554a_1_R/BasicLTI.xml I_6aec6583-daa6-3c18-853e-910d2428bb22_R/BasicLTI.xml I_6b11ac32-2b59-35ea-a33a-2444afcb7d49_R/BasicLTI.xml I_6b4f2fbc-86c5-388b-b211-4c5487a834ff_1_R/BasicLTI.xml I_6b71e66b-b3ef-3cbd-8cb9-4d8769274c37_1_R/BasicLTI.xml I_6b77126e-a9b3-389a-a5f1-411cd9a0972f_1_R/BasicLTI.xml I_6be6d609-85c2-3fc3-ab41-3fd2ceb183c6_R/BasicLTI.xml I_6c4944f3-9492-3410-b23d-71c994414995_1_R/BasicLTI.xml I_6d1cc9d9-26e1-3b53-af02-ef0a72c2ce72_R/BasicLTI.xml I_6dec69e0-9f66-35a4-90b2-171b9e4c9038_R/BasicLTI.xml I_6eb91b31-4555-3bfe-9661-96025f8235e4_1_R/BasicLTI.xml I_6ec7a183-72f1-3170-bfcb-b7c0b91fe5ba_R/BasicLTI.xml I_7007c88b-b853-3a02-a56f-fb6573a263ce_1_R/BasicLTI.xml I_7052807a-cbfa-3135-b26d-f32bb3a95593_1_R/BasicLTI.xml I_707d396d-99c0-3d25-a546-6c51f3ef6166_1_R/BasicLTI.xml I_70ad4c1c-0cde-3c4f-a60f-90379210cd30_1_R/BasicLTI.xml I_70dea0d4-d52f-36d3-b8b1-dedbed097954_1_R/BasicLTI.xml I_70e8791c-ce7c-3282-9bad-4ebd5e12341e_R/BasicLTI.xml I_70fe0ce1-a2d6-3a15-add2-a8fed627601a_R/BasicLTI.xml I_712fc401-b63f-3c41-ab58-0f03507746f4_1_R/BasicLTI.xml I_71fb1d8f-c627-3206-b30f-3b525fb71728_1_R/BasicLTI.xml I_7239970d-b5f0-3ab8-bace-922cc35875df_1_R/BasicLTI.xml I_723d51f1-6232-343d-a98c-8b195a32c074_1_R/BasicLTI.xml I_7246df70-ecff-3699-b705-b7171fbc2c88_1_R/BasicLTI.xml I_72d3fec7-d474-3bfe-a1ae-98ceb85802a6_R/BasicLTI.xml I_7432793b-50d9-3a60-945d-b3424904609b_R/BasicLTI.xml I_74aa383e-97a8-3f22-b6cd-0f86154eaf9c_1_R/BasicLTI.xml I_752e5502-9683-3aaf-933c-e0be18fc2a98_R/BasicLTI.xml I_752f8c7e-ee39-3db9-bb4a-28927b530985_R/BasicLTI.xml I_75432a0d-5b58-3ed3-8ce5-5dc4e6bdf4bf_R/BasicLTI.xml I_75780588-0d9a-30d2-b0fa-857979758c3d_1_R/BasicLTI.xml I_7584990a-e1e9-39f1-8e7b-5a9d53166718_1_R/BasicLTI.xml I_768cf5c2-39cc-379b-b743-3af9d2825639_R/BasicLTI.xml I_76911982-6f00-3847-ade0-d8422d0f678e_1_R/BasicLTI.xml I_76d70fcf-f6e8-3359-87c8-5716dba3eea1_1_R/BasicLTI.xml I_76f710d4-4063-300e-824f-5f32229f27b0_R/BasicLTI.xml I_77a4b0ae-23db-3be9-9e22-b41846c46953_R/BasicLTI.xml I_77b1474d-6941-3109-88dc-7a2b5bb83e9e_1_R/BasicLTI.xml I_77b3528a-23e9-38fe-abfe-51fbdb7fbb58_R/BasicLTI.xml I_77b59a8b-bb6e-39a9-b458-2d2060163160_1_R/BasicLTI.xml I_78222163-4dbf-308c-95f7-4b7a5d332835_1_R/BasicLTI.xml I_78519af0-3473-3fb6-83b3-d9574937b6a9_R/BasicLTI.xml I_789d79c9-3944-33aa-b3e5-6a8a0ff37fd8_1_R/BasicLTI.xml I_78d8ee05-10bf-367e-92e7-3e0ca42f5e5e_1_R/BasicLTI.xml I_78fbc9df-b8e8-3a12-8caf-eb9161234e30_1_R/BasicLTI.xml I_790f43a2-9f4f-3393-ae34-373e05f66fea_R/BasicLTI.xml I_79550c0f-a0ea-3cf3-af05-25cb15f2c170_R/BasicLTI.xml I_795664fb-b2f2-30b6-89dc-a9d302931f3e_R/BasicLTI.xml I_7972d0a2-a08d-3de6-a5bb-866bb717deae_1_R/BasicLTI.xml I_79a87dd4-86a4-3107-8a29-adbfef1a45d3_1_R/BasicLTI.xml I_7b87c306-6ea7-3533-8a38-9da557ce502d_1_R/BasicLTI.xml I_7c95e58f-3002-3f9b-bf17-ca6d82358eec_R/BasicLTI.xml I_7cb5fcf5-592a-36ad-9b2b-4cc09cc2950b_1_R/BasicLTI.xml I_7cf494b8-e43d-315e-9ecd-f70966300ccb_1_R/BasicLTI.xml I_7d57eea4-bae5-3582-9810-cfab733c5a81_1_R/BasicLTI.xml I_7dcd30f7-e315-38b5-83dc-694c9c469ad0_R/BasicLTI.xml I_7e242645-e840-345e-96de-f88e9ef14bcd_R/BasicLTI.xml I_7e4509e7-5c17-356d-b746-386c9989806f_R/BasicLTI.xml I_7e4c03c5-1f26-353a-b8f9-d3499fa861e6_1_R/BasicLTI.xml I_7ebf8821-1bab-3ce6-b6d7-d73c66c1b652_1_R/BasicLTI.xml I_7eebb78a-7836-39e3-9bea-48f40ffca298_1_R/BasicLTI.xml I_7f2cd3c7-5cdf-3df2-a4ea-3d8c2e0d7420_R/BasicLTI.xml I_7fb62b36-1226-3ac4-8635-85c504013272_R/BasicLTI.xml I_80155ab3-0afc-3000-9fd1-86d76127304d_1_R/BasicLTI.xml I_80a675c2-debd-36b3-a6b2-320d6587372b_1_R/BasicLTI.xml I_8114bb6f-7a3b-3c81-9f4e-f4f11cc32d9f_1_R/BasicLTI.xml I_8181dbff-2343-33e7-aa6c-bf10b96f8f37_1_R/BasicLTI.xml I_822bbe14-5bc2-3d7f-9c96-c946f2ab3b70_1_R/BasicLTI.xml I_8274a924-3d7e-39a6-a1d4-11612a4ec7ef_R/BasicLTI.xml I_82a52682-6d60-3174-b177-8fc80105faf9_1_R/BasicLTI.xml I_83198d2b-e53b-39e6-9a84-a2820c4e6022_R/BasicLTI.xml I_83e3c23f-3343-341e-9931-7d7c71395281_1_R/BasicLTI.xml I_841ad9c2-5d08-37b1-8048-3b2af3e91b09_1_R/BasicLTI.xml I_841c9017-4946-3877-bf46-5ab3a60f0cbe_1_R/BasicLTI.xml I_86bd9cc7-9ccd-318b-a019-f18d203b86e7_R/BasicLTI.xml I_87213927-9bb4-3876-b204-952781778896_R/BasicLTI.xml I_88146ef3-e095-3960-85f8-89fba976a2f4_1_R/BasicLTI.xml I_88be91bc-793e-3da5-8eca-18b40c868410_R/BasicLTI.xml I_8b67718d-deec-39ad-b14f-8785c2a189f2_1_R/BasicLTI.xml I_8bc8f455-c6ad-3751-a66b-5550cd65fcb7_1_R/BasicLTI.xml I_8c0bf6e1-1705-32c4-b1fa-a84242372ccb_1_R/BasicLTI.xml I_8c229c7f-eb7c-3815-b3a5-f479eccba126_R/BasicLTI.xml I_8c75ea3f-3f2a-3044-afa7-b5c878105e0c_1_R/BasicLTI.xml I_8cc3d1f9-627d-3c69-a9e7-65a8b1fd5b8f_1_R/BasicLTI.xml I_8d3bed4a-d706-31ee-b0a3-db0edc029c01_R/BasicLTI.xml I_8dfba2a6-6e89-3f01-af68-763c0d6aaf37_1_R/BasicLTI.xml I_8e23af7f-1a0e-3a02-9fa3-a14c1b42a0bb_1_R/BasicLTI.xml I_8e91f95a-34f0-3926-8609-43ebca002d9c_1_R/BasicLTI.xml I_8ea67550-a14f-37f4-9df6-03a2b387b810_1_R/BasicLTI.xml I_8eb1f2d1-12e7-31dc-b770-dbaf5d3fb171_R/BasicLTI.xml I_8fc2f472-4214-3d22-9340-8b5dc8362950_R/BasicLTI.xml I_8fcc2845-dbfc-3776-b1d3-375b9815d63a_R/BasicLTI.xml I_90452cd9-c8f6-3221-ba0b-1e0a39852369_R/BasicLTI.xml I_90876dd0-b7f3-372f-8410-4e1342f8ecad_1_R/BasicLTI.xml I_91121539-3051-3713-bb63-d2c18e33e156_R/BasicLTI.xml I_9197535c-af43-30ec-9e4f-db01af610a9c_1_R/BasicLTI.xml I_91abf891-fadf-30f2-9a2d-3d1f34851255_R/BasicLTI.xml I_91e9c927-22a3-363e-a5c7-e94cb179603e_R/BasicLTI.xml I_92836bbf-645c-3780-8bea-0f100ee50bf0_R/BasicLTI.xml I_92a182ef-ef51-30c7-bfff-4f3bcac4b9be_1_R/BasicLTI.xml I_92a69f8d-b584-368e-85d5-9eb824965601_R/BasicLTI.xml I_93746af8-af32-3d29-bb55-30a962906cfc_R/BasicLTI.xml I_93c4dd1b-58d9-3aa4-8a31-ddcbf1330fe8_R/BasicLTI.xml I_957f3f8b-d6eb-34fa-a0b1-4a23d5d992dc_R/BasicLTI.xml I_9653fb27-feb2-32a8-8fa7-6d85ffe7d2cb_R/BasicLTI.xml I_96a504b4-8a50-3767-af8c-1eea0f6acc93_1_R/BasicLTI.xml I_96e42a69-4ae1-3015-89b6-06db78541068_1_R/BasicLTI.xml I_96ee4c71-4746-3ee7-addd-e4afea55ad0d_1_R/BasicLTI.xml I_977d74af-da56-37f9-ad5a-1bc15a03119f_R/BasicLTI.xml I_978a865e-3d6a-30a1-9860-187bf7a5582e_1_R/BasicLTI.xml I_97a680e5-b87d-393b-bc1c-991356aa60b9_1_R/BasicLTI.xml I_980055fb-ac29-34af-ae08-3619c71604f2_1_R/BasicLTI.xml I_98053a69-f91f-3454-8570-9b32d70eab3c_1_R/BasicLTI.xml I_9805f20b-d08f-3472-aa5c-3127abc77840_1_R/BasicLTI.xml I_9806bc08-dfdd-3718-b603-beb9f367526a_1_R/BasicLTI.xml I_988d4a7a-9568-3e20-b61f-f5789f2398cb_1_R/BasicLTI.xml I_98d6bfdd-5ea6-3f84-9aad-ceeeb62f81a5_R/BasicLTI.xml I_98e31423-b1ba-3e52-a1f1-b64ab3110d32_R/BasicLTI.xml I_99133e99-1f2d-3fee-8e5f-19b5bff2b3da_1_R/BasicLTI.xml I_99c1b128-652b-342f-be6b-43ae5be32b2f_1_R/BasicLTI.xml I_9a1d17c6-659e-3587-ade0-3bc35e364f24_1_R/BasicLTI.xml I_9a3b7ab4-8596-363e-8f31-0672c7266779_1_R/BasicLTI.xml I_9ab13bad-fd76-334f-b097-09b29dc1bb20_R/BasicLTI.xml I_9b389e25-7450-3cf5-8afa-8050cf228a6a_1_R/BasicLTI.xml I_9cff2b4c-36c7-3274-821b-6bb6b2259e22_1_R/BasicLTI.xml I_9d9ad6cf-5dc5-33b5-b631-0562d736db44_R/BasicLTI.xml I_9dfd6954-6581-3450-9f5b-3e2270aed5be_1_R/BasicLTI.xml I_9e5eb419-a7f4-38b7-8dd8-0600620dfbda_1_R/BasicLTI.xml I_9e9d9a2d-f14f-3f56-b375-0f8f24a347dd_1_R/BasicLTI.xml I_a03b088b-820c-3a6a-9109-3cb3b0e39758_1_R/BasicLTI.xml I_a04d3fd2-7f74-38e6-ac16-60ffe3b2f546_1_R/BasicLTI.xml I_a06803a6-5038-341b-8400-4ed70d44b65f_1_R/BasicLTI.xml I_a0724371-ea2f-3c51-84d2-e783ff5a4786_1_R/BasicLTI.xml I_a2440fdc-bb41-3fe7-8ae8-927c60ef8719_1_R/BasicLTI.xml I_a2774402-1692-38ce-abc5-0add50a609fd_1_R/BasicLTI.xml I_a2a636f6-efbc-336e-98a1-43003361e1bf_1_R/BasicLTI.xml I_a2b18c17-fa17-30d6-928e-41bd6dd19f32_1_R/BasicLTI.xml I_a2c4c94d-c8f5-338e-a3d7-cd1976878316_R/BasicLTI.xml I_a2dae64f-6cd0-3571-a19d-62256204218f_1_R/BasicLTI.xml I_a2fcb10f-13a6-3511-9130-eb984b350eea_1_R/BasicLTI.xml I_a3091ab5-9fdd-320e-ae64-16446480a678_R/BasicLTI.xml I_a420898e-8f08-3e9f-8a51-83b125d1065c_1_R/BasicLTI.xml I_a45cb9c3-8d88-3290-98fa-90b845a1e967_R/BasicLTI.xml I_a4d1333e-feb0-321f-9f27-21784925f108_R/BasicLTI.xml I_a530ef0f-9332-325a-b151-af8a3c67ed51_1_R/BasicLTI.xml I_a5aca7f6-7d96-31d7-9a0a-209c0956d756_R/BasicLTI.xml I_a5d11af3-141c-316e-8f58-cbc3c07d47a8_1_R/BasicLTI.xml I_a5e0481c-2ab5-335f-ae2f-26226ee449f8_1_R/BasicLTI.xml I_a5e46dde-14ec-39fc-a249-32d4af4fb134_R/BasicLTI.xml I_a772178a-d210-3dc0-aae8-d3c8f69a2269_1_R/BasicLTI.xml I_a796c200-525e-3e83-9fdd-47449db423d7_1_R/BasicLTI.xml I_a7d0b637-c931-327c-8e70-6e4b94382441_1_R/BasicLTI.xml I_a8826532-1bbf-3b70-b624-3deb05dd939d_R/BasicLTI.xml I_a8a2a4e0-0c76-3747-9837-8b8e714a0609_1_R/BasicLTI.xml I_a921bb1e-e418-3ca3-94c1-9dc86f99c1c6_1_R/BasicLTI.xml I_a9f2a570-9f37-3d92-b863-0459de2c2065_1_R/BasicLTI.xml I_a9fa49c6-f539-369f-b7bd-727613c43cb4_R/BasicLTI.xml I_a9fb15b9-7a3f-303f-a0e7-382aa75bcfb9_R/BasicLTI.xml I_aaebfbcd-191c-355b-9316-e4b337493ed6_1_R/BasicLTI.xml I_ab742e64-53ad-369f-a159-8a418fad95ac_1_R/BasicLTI.xml I_ac2f2240-62bd-31f8-ab86-7042bb145fc9_R/BasicLTI.xml I_ac57dbac-4534-321a-8b35-6aa0da536bc5_1_R/BasicLTI.xml I_ac64c792-81c7-3179-8d16-2876479ee3b3_1_R/BasicLTI.xml I_ad5f3eb6-1033-3868-9b78-21215ff209bb_1_R/BasicLTI.xml I_afe54247-4937-311f-8344-174f009c853b_1_R/BasicLTI.xml I_b0170f33-9040-3f67-a23d-0be41d741694_1_R/BasicLTI.xml I_b01ce2e7-eb9e-39cf-a787-563a3f989316_R/BasicLTI.xml I_b0831c68-5e7b-3721-9225-1a6477d4ec0c_1_R/BasicLTI.xml I_b0fe535d-6c0e-31dd-9a6c-c1b4020ef12d_1_R/BasicLTI.xml I_b1070d3c-2c33-3adf-b839-f464ac41405b_1_R/BasicLTI.xml I_b146ac0a-3970-37d7-a754-fe7af06174c3_1_R/BasicLTI.xml I_b175e40a-4932-3e3b-af9a-dde4a58bc0d2_R/BasicLTI.xml I_b232607a-7c73-3a21-9d60-0aab731c83dd_R/BasicLTI.xml I_b24a7f90-47b7-36d4-93c6-a8f538f63050_R/BasicLTI.xml I_b2b813f9-629f-3ec9-8e4f-38fc7c6f108a_R/BasicLTI.xml I_b30d700d-4d43-307e-8a8e-0418acfeb29f_1_R/BasicLTI.xml I_b36b1dbe-03a7-3e26-bca1-a94cda9eab9c_1_R/BasicLTI.xml I_b3a8c0e0-1410-3e7d-b3d8-30103a824bcf_1_R/BasicLTI.xml I_b450c24a-405b-31e4-bfb5-e18768e1afed_1_R/BasicLTI.xml I_b4f6e770-3fe9-3f34-97c4-cca6ef6c2797_R/BasicLTI.xml I_b5876d74-0cdb-3012-8ed4-fb7ec50e9c22_1_R/BasicLTI.xml I_b5878aeb-710a-3225-9aa7-9486be4ef856_1_R/BasicLTI.xml I_b60273ec-187b-3333-96d8-44306e1b474e_1_R/BasicLTI.xml I_b6ca9251-a904-36d8-9bf0-ecb0835bf82d_1_R/BasicLTI.xml I_b72152d1-9130-345e-beb9-f237a6d0f9e8_R/BasicLTI.xml I_b7448b82-a7b0-3f70-ad7f-becbde8e8716_1_R/BasicLTI.xml I_b79bd73b-fb68-303f-8bf7-171098d4906f_R/BasicLTI.xml I_b931470f-fbfd-3725-becf-f5d7d9599834_1_R/BasicLTI.xml I_b9582ba2-8478-371b-9910-87e4044ce642_1_R/BasicLTI.xml I_ba3064fb-8ea9-3850-b230-70dad240847e_1_R/BasicLTI.xml I_ba35fcac-2bd9-3d93-ade3-9a5e841accf9_R/BasicLTI.xml I_baf95f3c-3878-3170-b243-ce6c145f20d6_1_R/BasicLTI.xml I_bb1d8fb9-0e1a-3f0d-9944-549a5a2c5bcd_R/BasicLTI.xml I_bb71782e-ad68-33d7-87df-d7a0e1994291_R/BasicLTI.xml I_bb853d3c-3f7a-3ef8-aab2-bd77d022e476_R/BasicLTI.xml I_bc792713-f8f3-34b7-a2c3-007d6d3bc04b_R/BasicLTI.xml I_bd53916f-2306-3be6-9268-9d6a13b87e3e_R/BasicLTI.xml I_be05a06e-7e66-354e-b4e5-4aaeb03d0d0c_1_R/BasicLTI.xml I_beb20823-3a3f-3ae0-b75e-0818d41a635f_R/BasicLTI.xml I_bf335a28-2c1c-32bd-b326-9c5092a7f8fa_R/BasicLTI.xml I_bf7a2e27-8f5f-312f-aa53-e6ae173dd6e6_1_R/BasicLTI.xml I_c0d79edf-c6c9-39da-8657-e34dde86ddb7_1_R/BasicLTI.xml I_c11119ac-9171-3137-aaef-e664e87f56ff_R/BasicLTI.xml I_c12d0eef-76ec-315c-a49b-a87fa0afe888_R/BasicLTI.xml I_c15119e6-e721-3348-bb59-68296ea97f15_R/BasicLTI.xml I_c1515341-6bdc-3b0d-9b0e-e3529c1990a7_1_R/BasicLTI.xml I_c2208d9e-5174-3c2a-8cf9-e1cb9651d876_1_R/BasicLTI.xml I_c24baf87-5d53-3ba8-a670-1e5be654a42c_R/BasicLTI.xml I_c30be753-00ef-3445-a3e4-d8fcf67a39ef_R/BasicLTI.xml I_c3c9b259-5031-3ce0-84a7-71037150c28e_1_R/BasicLTI.xml I_c403e158-feb1-34cc-851e-9fd133ac5290_R/BasicLTI.xml I_c422fae0-f1a8-3af8-b63e-de5c1cbf1c9a_R/BasicLTI.xml I_c42a3f46-87f1-3bcd-9910-fccf17097d3f_R/BasicLTI.xml I_c4e7237c-36cd-31c9-9e7c-a2afb14b7ea4_R/BasicLTI.xml I_c50a546e-c475-391e-bed4-83a72b8759a5_1_R/BasicLTI.xml I_c58981fa-12b4-32ea-9731-ff0c65af6433_1_R/BasicLTI.xml I_c5ae667f-de48-3952-92c8-4863d51af798_1_R/BasicLTI.xml I_c5d5e43a-1e62-3a46-b53f-519a90409bef_1_R/BasicLTI.xml I_c6337a82-18a6-32ad-90e8-3ae186b1bb4f_R/BasicLTI.xml I_c663a1f7-1972-303e-970c-ccd47820bce6_1_R/BasicLTI.xml I_c6cdfaff-aebb-39f9-b951-c332d21714c4_1_R/BasicLTI.xml I_c6cf399e-6ec9-3753-807d-e1d8a01e1a72_1_R/BasicLTI.xml I_c713f144-eee1-3748-bace-b04221c2b7fe_1_R/BasicLTI.xml I_c71cce3f-40e2-3b93-a2ac-5ff25b06d14a_1_R/BasicLTI.xml I_c78757aa-0e66-3a3f-9ca3-5e83a747db9c_1_R/BasicLTI.xml I_c78757aa-0e66-3a3f-9ca3-5e83a747db9c_R/BasicLTI.xml I_c7898549-69c8-3064-899c-c98c5d87042d_1_R/BasicLTI.xml I_c8f5967c-48a6-31de-b079-86ba7ed9dc1c_R/BasicLTI.xml I_c9746b0c-b937-3b5e-aa85-118bfcc4f081_1_R/BasicLTI.xml I_c98520c0-d7cb-3285-b686-874d99751e97_1_R/BasicLTI.xml I_c9aeda32-e5bd-304f-9425-e41a78de16a7_1_R/BasicLTI.xml I_ca5d572e-e968-335e-a00e-0054acfc45f6_R/BasicLTI.xml I_cc9c17fb-c99e-3348-91b9-0995793fc528_1_R/BasicLTI.xml I_cd134518-992e-3f4e-99c0-29cfc1135395_R/BasicLTI.xml I_cd35e289-7c18-3726-ac8a-6b4e3c305eab_1_R/BasicLTI.xml I_cd530d6f-7b8c-37e9-86ac-3965bd6b7365_R/BasicLTI.xml I_cd9cdc48-03a5-3957-9420-b45941da254a_1_R/BasicLTI.xml I_ce8da2f4-8802-3ab1-b3e5-4b7d78c60958_1_R/BasicLTI.xml I_cf049c15-1198-350a-8e00-cfc838a63835_1_R/BasicLTI.xml I_cf2af2eb-fefa-36ba-93e8-21ce78fd12f2_1_R/BasicLTI.xml I_cf332ee6-3f54-34eb-9a1b-38ea399120b1_1_R/BasicLTI.xml I_cf3a4486-5c3b-3782-85f0-cd8d051f3ea6_1_R/BasicLTI.xml I_cfb9b019-b1c9-38a8-a564-9813030a2795_R/BasicLTI.xml I_cfd57071-118e-3ead-bd95-04bd46d09fc4_R/BasicLTI.xml I_d02a41c1-19df-302d-9ec8-4a6b952d35ad_1_R/BasicLTI.xml I_d18ea0b7-1fd7-341c-b64d-9de3e73fb6f8_1_R/BasicLTI.xml I_d20165d3-d1d5-3f66-a4f6-1a888d31dc36_R/BasicLTI.xml I_d2153fb4-8607-3802-bf5a-00703f7b71d2_1_R/BasicLTI.xml I_d24266f8-43d0-3534-a0b1-badeebf914eb_R/BasicLTI.xml I_d249cb00-6bf0-34a3-8b9c-6a311e445c03_R/BasicLTI.xml I_d2682d3a-02a7-36b5-823e-86eb89169e56_1_R/BasicLTI.xml I_d2f6ff80-610f-3154-a0da-bbb912c4a22f_R/BasicLTI.xml I_d32a7cdb-f6ed-35a6-af27-bd3dfe5e4411_1_R/BasicLTI.xml I_d35703ae-8a57-3994-8364-ab8b2b3cdb0a_1_R/BasicLTI.xml I_d35e2c50-845d-37d9-99f9-edb6e4b34376_1_R/BasicLTI.xml I_d4330652-3fd9-34b8-97fe-dec311e0e9ea_R/BasicLTI.xml I_d4494770-dcfd-3e1e-bf53-1bad710bdbc3_1_R/BasicLTI.xml I_d46093fb-5455-32e9-b525-6529456f70be_1_R/BasicLTI.xml I_d472c746-51c6-3c35-8961-bd1933dfac58_1_R/BasicLTI.xml I_d4fab066-38ce-3cf0-a390-3f33c5461eec_R/BasicLTI.xml I_d5572a3f-c3fe-3f3c-bff5-4adbdbd9c2cb_R/BasicLTI.xml I_d576286d-630f-3a09-b691-f22a733e952e_1_R/BasicLTI.xml I_d58c146d-1526-3e3a-8ab2-e2b2f13f5db5_1_R/BasicLTI.xml I_d5dba475-dd71-317a-a6ae-f417b5ae1799_1_R/BasicLTI.xml I_d5dfa911-9dda-3189-9049-1250ce58fcfc_1_R/BasicLTI.xml I_d5e9a237-2cff-334b-be59-4e8bdce25e51_1_R/BasicLTI.xml I_d6b8cf92-a0dd-3bc9-8256-cbff53c5a1b1_1_R/BasicLTI.xml I_d6e21b98-4578-367d-92e9-fc3e5a846ef0_1_R/BasicLTI.xml I_d6fbe5e8-59c8-31a6-855d-b941c9856f37_R/BasicLTI.xml I_d74240c7-816c-328e-974c-44501edded13_1_R/BasicLTI.xml I_d7f1d624-31d0-32c8-a65c-bad20d74a861_1_R/BasicLTI.xml I_d7f2b5fd-195f-3e56-9e4d-e887538ecf53_R/BasicLTI.xml I_d7f812f6-f170-3724-aead-3a1e479ca4a3_R/BasicLTI.xml I_d8b9bc88-d610-30f0-942c-61faea99e0ff_1_R/BasicLTI.xml I_d91c5ef2-d1f5-3848-9a97-56a190bce75c_1_R/BasicLTI.xml I_d9983b13-ee08-332e-86e8-92b521f0f640_R/BasicLTI.xml I_d9aaafb3-9c04-3398-8eae-b91bec704bff_1_R/BasicLTI.xml I_da051aee-5874-3a48-a744-ef02c7dda423_1_R/BasicLTI.xml I_daeee385-3fe9-3ddb-bb7f-bfc944678368_1_R/BasicLTI.xml I_db5c7eda-2541-3db9-a75a-99e18f58d864_R/BasicLTI.xml I_dbf05edf-ce84-3679-9d0a-8cc0a27c2016_R/BasicLTI.xml I_dbf51045-391f-3af0-8db9-ad91a447745f_1_R/BasicLTI.xml I_dc3b40aa-449e-3699-baee-48e70f449327_1_R/BasicLTI.xml I_dcac9511-45f1-30cb-a0f0-d66b2d434d04_1_R/BasicLTI.xml I_dd060a42-99ba-3a0c-84e2-af5ce3d07001_1_R/BasicLTI.xml I_dd8c51b5-3510-32fa-865c-99331c53e3a7_R/BasicLTI.xml I_ddf6cfa9-0f91-3900-b613-417c02370280_R/BasicLTI.xml I_df4a71a5-3f2c-3c6e-8b1b-7704541330fe_1_R/BasicLTI.xml I_df7e0acb-1d5a-3205-acf1-79c9c7f8789d_1_R/BasicLTI.xml I_df92d4f3-ca39-328b-880e-c4ff2c91a139_R/BasicLTI.xml I_e020b7de-1ce5-3d40-84bd-4b4b32fc8cfb_1_R/BasicLTI.xml I_e03560ec-14fb-3756-98bc-5f3dd51a41e3_1_R/BasicLTI.xml I_e0d65f75-4072-3099-86ed-3cfd058a63eb_1_R/BasicLTI.xml I_e12157ba-fa17-360f-9555-d4fafb47d1c9_1_R/BasicLTI.xml I_e1c1f94a-272f-3162-ac20-6a3e78f43554_1_R/BasicLTI.xml I_e1df43cb-c12f-3fbe-bc72-02e19164e94c_1_R/BasicLTI.xml I_e2cb2b98-eaa8-34bc-b088-91ba551d2e4a_1_R/BasicLTI.xml I_e2cc3397-5a14-3369-b16c-2dee0294d0b0_1_R/BasicLTI.xml I_e2e4b796-f01a-3ba1-ad64-d21478c6de0f_1_R/BasicLTI.xml I_e2ef95e8-dcc4-39fa-a7a2-f75ab3ca9403_1_R/BasicLTI.xml I_e39c29ef-b502-3190-b1fb-63b60b0d871a_1_R/BasicLTI.xml I_e3c76ad7-aa3d-3158-8db0-eb5b1ed2ac33_1_R/BasicLTI.xml I_e42b5789-1fdf-33c9-ad4b-f055155ff565_1_R/BasicLTI.xml I_e4bceedd-1d90-3011-82bd-d3e2fd4209b4_R/BasicLTI.xml I_e4df429e-e168-3c49-8136-23ffde27dc96_1_R/BasicLTI.xml I_e5316a23-23dc-3a07-8044-c7f34ad4d421_R/BasicLTI.xml I_e5f7527c-a888-386a-b34a-eee577d1d856_1_R/BasicLTI.xml I_e781e8a0-fba8-3831-9b91-d68e7a32db2f_1_R/BasicLTI.xml I_e8304c09-d6a0-30a4-841c-b948d70a2550_1_R/BasicLTI.xml I_e84d777b-bfd4-39aa-8eb0-c2404af11d77_1_R/BasicLTI.xml I_e901a3b6-50e6-37b8-b22e-8f20ebbab570_R/BasicLTI.xml I_ea8fbc3e-a751-391d-ba3a-51916cf5353e_R/BasicLTI.xml I_ea97a3fd-5b98-352b-b86f-6b7234885d0f_R/BasicLTI.xml I_eb8500bb-fc7e-392f-a818-56329d83be17_1_R/BasicLTI.xml I_ebdbd7b5-e56f-3e67-8b52-2a8b4275d7d8_1_R/BasicLTI.xml I_ec16fe13-6e54-3fff-9183-e876a801b2d6_R/BasicLTI.xml I_ec401dcc-bdc8-3e9e-aa07-d9508113752e_1_R/BasicLTI.xml I_ec45e8a9-cfd3-3195-8e79-4e6ee3a5ae03_R/BasicLTI.xml I_ec6d648f-22d3-3b23-857e-669561db3b8a_1_R/BasicLTI.xml I_ecc0cda6-0364-3eb6-bdc6-6e776a8d5e30_1_R/BasicLTI.xml I_ed4fe52a-d3e3-36ba-8e55-6df28137664b_1_R/BasicLTI.xml I_eda039c5-7c92-367b-995c-7a9f20b4f387_R/BasicLTI.xml I_ee6b0d07-f9e6-3fda-ade5-605527a3d3c1_R/BasicLTI.xml I_eeb728cf-0be1-3411-9c44-671ec15ab7fb_R/BasicLTI.xml I_eed3a356-2c10-34e8-b7a3-84a6fd7eab12_1_R/BasicLTI.xml I_ef6fb2d0-8d81-3279-82a1-de4949c8e8d2_1_R/BasicLTI.xml I_eff3fd34-d3d4-3433-9cbd-1d61abb69f36_1_R/BasicLTI.xml I_f02a6be6-8ecc-30e8-8d21-748a41ea6791_1_R/BasicLTI.xml I_f0621b55-b58c-3252-a7d5-7a7ff37119c1_R/BasicLTI.xml I_f07a66ac-751b-3f8c-8e16-28340d59dae9_R/BasicLTI.xml I_f0b79bf3-c256-3720-bfac-7e9d55f8dca7_R/BasicLTI.xml I_f134c96b-9c63-377e-b5ff-e14a60513072_R/BasicLTI.xml I_f212453e-2e6c-3d61-80e2-fac176b81cf4_R/BasicLTI.xml I_f2972f30-c161-3bdd-8869-65f7556863c0_R/BasicLTI.xml I_f2ae152f-65de-3543-b5f3-012ee66467d9_1_R/BasicLTI.xml I_f48a33bc-0ef5-3cdb-8d85-ebe2f47403bb_R/BasicLTI.xml I_f48f911f-d532-3758-9e65-7a9f5e5c2f74_1_R/BasicLTI.xml I_f51b7d88-8732-3bf5-bef1-a981c15d022a_1_R/BasicLTI.xml I_f5fd317f-3e68-3d62-84bb-3740ba8d4488_1_R/BasicLTI.xml I_f61295b4-76c7-3163-a17f-b88809608657_R/BasicLTI.xml I_f6174804-e9f6-334e-9186-ac65f2cc5d41_R/BasicLTI.xml I_f6285981-5570-3256-b525-6877e52800f8_R/BasicLTI.xml I_f66201bd-fc0b-381e-a1a1-76f30100616a_1_R/BasicLTI.xml I_f6714d3f-afe8-3686-a166-e1345df6b941_1_R/BasicLTI.xml I_f67e163c-ffcd-3ed4-ab86-7b675baec7e9_1_R/BasicLTI.xml I_f68df214-abc8-385e-af5a-9eedc4a1591b_R/BasicLTI.xml I_f7161be2-a76f-35d5-8a37-c41d28941ed0_R/BasicLTI.xml I_f71774e1-2f5f-3241-ac4e-5a39a5b0e052_1_R/BasicLTI.xml I_f7af4443-14bc-3771-bfdf-00ec9670a361_R/BasicLTI.xml I_f8e5eafb-4a2f-30cc-8959-af0368629fbe_1_R/BasicLTI.xml I_f9034810-949d-36c0-a592-750ae1ba37c4_1_R/BasicLTI.xml I_f931d96a-15d9-3c8a-bf1a-e2f062026ed9_1_R/BasicLTI.xml I_f9b64aaf-aa53-3683-81cd-4eccb9adcd30_R/BasicLTI.xml I_f9d6d98e-baa4-3867-ac0b-264dba243aa0_1_R/BasicLTI.xml I_f9e9336f-0dd4-38b0-b990-f83be9a196bb_1_R/BasicLTI.xml I_f9fd52ed-5d59-351b-aee0-4bc07fe3f9b1_1_R/BasicLTI.xml I_fac5be09-08db-390a-be73-2d3349cffd30_1_R/BasicLTI.xml I_fbaff088-f672-3904-968c-e2ec0674a6a1_1_R/BasicLTI.xml I_fc73aca4-ab78-3e3c-bbf9-d6554e60cc08_1_R/BasicLTI.xml I_fd4d8490-ad5f-3e01-a77b-d6281ca409a5_1_R/BasicLTI.xml I_fd5649bf-44c5-311f-96f8-216531396ac5_R/BasicLTI.xml I_fe2a9a3a-77c2-31e9-b490-03d446ef5796_1_R/BasicLTI.xml I_fe3ce9e5-c6e4-3a50-b8ea-49194a39dfcd_1_R/BasicLTI.xml I_ff836f2c-a2ef-3749-9236-fe38ba0e6cae_R/BasicLTI.xml I_ff997125-c2ed-31ff-8d32-9db33e52f133_1_R/BasicLTI.xml Title: enVisionmath2.0 NYC Summer in the City Grade 3 Description: enVisionmath2.0 NYC Summer in the City Grade 3 Lesson 1: Arrays and Multiplication Lesson 1: Arrays and Multiplication Interactive Student Edition: Grade 3 Lesson 1 Arrays and Multiplication: Solve & Share Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Arrays and Multiplication: Visual Learning Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Arrays and Multiplication: Convince Me! Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Arrays and Multiplication: Practice Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Lesson 1: Practice Buddy: Independent Practice; Problem Solving Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Lesson 1: Homework & Practice Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Lesson 1: Homework & Practice Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Arrays and Multiplication: Quick Check Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Lección 1: Matrices y multiplicación Libro interactivo del estudiante: Grado 3 Lección 1 Matrices y multiplicación: Resuélvelo y coméntalo Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Matrices y multiplicación: Aprendizaje visual Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Matrices y multiplicación: ¡Convénceme! Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., using drawings and equations with a symbol for the unknown number to represent the problem. Matrices y multiplicación: Práctica Curriculum Standards: Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division wi